LB 





GopyrightN" /f J ^ 

COPYRIGHT DEPOSrR 



PLAN OF WORK 



FOB 



THE PROGRESSIVE 
ROAD TO READING 



BY 

GEORGINE BURCHILL 

Teacher, New York City 

WILLIAM L. ETTINGER 

Associate City Superintendent, New York City 

EDGAR DUBS SHIMER 

District Sdperintendent, New York City 




SILVER, BURDETT AND COMPANY 

BOSTON NEW YORK CHICAGO 



LB 1513 



THE PROGRESSIVE 
ROAD TO READING 

BOOK ONE 

BOOK TWO 

INTRODUCTORY BOOK THREE 

BOOK THREE 

INTRODUCTORY BOOK FOUR 

{In Press) 

BOOK FOUR 
PLAN OF WORK 



1*3 \4 



APR -8 1914 



1;er 

Copyright, 1909, 1910, 1914, by 
SILVER, BURDETT AND COMPANY 

©CI,A371293 



CONTENTS 



FAGB 

Introduction iv 

Teaching Arkangement of Stories, Book One . . 1 

CHAPTBB 

I. How to Teach the Basal Stories. ^ ... 2 

II. Phonetic Development 23 

III. Suggested Phonetic Drill 30 

IV. Written Language — Words . . . . .70 
V. Written Language — Sentences .... 84 

VL Seat Work 93 



INTKODUCTION 
OUTLINE 

I. THE CRITERION OF READING 

TI. THE PROGRESSIVE ROAD TO READING 
METHOD 

(a) Stimulus : Interest in a story 

(J) Pure phonics : Ear training 

(c) Phonetics : Eye training 

(cZ) Manual expression 

(e) Recapitulation 

III. THE PLACING OF THE BOOKS 



IV 



INTRODUCTION 

I. THE CRITERION OF READING 

The only criterion acceptable to-day for the 
soundness of any method of teaching reading to 
a beginner is this : Does the method from the start 
train in power to grasp not a word but a related 
set of words, a sentence, an entire situation ? Does 
the method proceed from wholes to parts and back 
again to clearer wholes ? Does it advance from a 
unit of thought, a sentence, to the words as words 
without loss of the relationship among the words ? 
Is a flow of association maintained among the 
words as parts of the original whole from which 
they have been disentangled, or as parts of a dif- 
ferent whole created anew out of the same words 
set in other relations ? 

It is this relation idea that makes for true read- 
ing, as opposed to mere word calling with little 
or no consciousness of a higher unity. Does the 
method ingrain this sentence habit first, and then 
proceed, and not till then, to treat a word as a 
whole, analyze out of it the constituent parts, and 
synthesize these back again into the original word 
or new words ? 



Vi INTRODUCTION 

II. THE PROGRESSIVE ROAD TO READING 
METHOD 

(a) Stimulus 

In the Progressive Road to Reading method 
vital interest in a story is the stimulus. The 
surest way to catch a child's attention and to hold 
it is to arouse his imagination and give it ample 
room for play. When this has been successfully 
accomplished, the strongest possible motive for 
learning to read will have been created. 

(6) Pure Phonics 

In the beginning only the ear and the tongue 
are involved. Sound leads to thought, and thought 
to speech. "Tell me a story!" is the dominant 
expression. This creates a golden opportunity for 
pure phonics, — clear enunciation, clean articula- 
tion, and full, rich, deep tones of voice. The 
children will pay the price, if the teacher insists. 
Correct habits of speech will follow. Clear enun- 
ciation and articulation must be insisted upon even 
to the point of dra-mat-ic ex-ag-ger-a-tion. Let the 
t be plainly heard in went ; the d in and and 
found; in short, never slight the final consonant. 

Careful work in phonics during the teaching of 
the first group of stories must precede any attempt 
at phonetics. Not until the ear has been taught 
to discriminate nicely and the tongue to execute 
accurately should the eye be called upon to ana- 



INTRODUCTION vii 

lyze sight words into their phonetic parts. Train 

the ear before the eye. Always let phonics (ear- 

and-tongue exercise such as even a blind pupil 

can follow) precede phonetics (work involving the 

eye). 

(c) Phonetics 

In the second place the visual relations between 
the thought and the printed, or the written, sen- 
tence are established, so that the pupil may get 
the thought as promptly from a sentence seen as 
from one heard. 

Now the pupil is ready for the establishment 
of the visual relations between the separate ideas 
of a sentence and the separate words printed, or 
written, to represent the ideas. 

By a still further analysis the pupil is led to 
discover the auditory relations between the sepa- 
rable sounds, or phonic elements, of a spoken 
word, and the visual relations between the let- 
ters, or phonetic elements, used to represent these 
sounds to the eye. Suppose we take the present 
order in the Plan of Work. Write make. Cover 
ake and sound m. Then cover m and pronounce 
ake. Soon the ear will perceive the sound that 
is attached to the particular part. 

This is the process in phonetics : Tear sight 
words to pieces and find smaller parts, with which 
(1) to rebuild the original word and so get a firmer 
grasp on it and (2) to build new word wholes. 



Viii INTRODUCTION 

(d) Manual Expression 

Accompanying this phonetic analysis there is 
a carefully planned method of visualization which 
develops manual expression, and leads at an early 
stage to spelling, dictation, written reproduction, 
and composition. 

Indeed, the teaching of reading may, as a class- 
room discipline, become the radiating and illuminat- 
ing center of the entire circle of sensory-motor 
activities that should constitute the curriculum 
for first-year children. No Indian was ever more 
interested in a "talking leaf" than these little 
ones just out of the kindergarten are in the writ- 
ten expression of thought. 

The tactful teacher will be able to set all other 
subjects of instruction into wholesome reaction 
with reading. This may be done whether the 
class be taught as a unit, or, as is recommended, 
in groups. In either case independent seat work 
is not only desirable but necessary for best results. 

(e) Recapitulation 

Delight in a story will sustain interest. Care- 
ful attention to enunciation and articulation, or 
pure phonics, must attend all oral work. 

In establishing visual relations begin with a sen- 
tence, sustaining glowing interest. Go to phrases, 
then to words and back again to the same sen- 
tence; then to similar sentences from the same 



INTRODUCTION ix 

phrases and words. Proceed until you can get 
quite different sentences as to meaning and tone 
out of your word stock. 

By this time, through clear articulation, insisted 
upon all the time from the beginning, you will have 
laid a good phonic basis for analyzing words into 
phonetic parts. In accomplishing this, repeat the 
general process. As soon as you have the parts, at 
once rebuild the words taken apart. Do this until 
the pupil sees, often all by himself, that a part of 
one word will join with part of another to make 
still another word which he knows, but now sees for 
the first time. What a gurgle of joy attends, this 
discovery ! May we not say invention ? He has 
created this word, and like every creator, as he 
looks upon his work, he thinks his creation good. 

Proceed from wholes to parts and back again 
from the parts to the original wholes until later 
you can go from these parts to new wholes. This 
taking apart and putting together finally gives 
swift recognition of the parts in any relation, and 
automatic power over them. So the child by mas- 
tery of the phonetic symbol comes into possession 
of his real inheritance. He has the key to unlock 
the treasures of literature awaiting appropriation. 

III. THE PLACING OF THE BOOKS 

The Progressive Road to Reading series has 
been constructed for elasticity in application. No 



X INTRODUCTION 

rigid quantitative limit has been set. The mini- 
mum amount to be covered by the pupils of the 
first year, first half, should, in no case, be less than 
the first fifty-five pages of Book One, covering the 
four basal stories and their attendant supplementary 
stories. 

If no more can be completed in accordance with 
the Plan of Work, then of course the pupils must 
complete the remaining portion of Book One in 
the first year, second half, before they attack Book 
Two. In like manner, Introductory Book Three 
should not be undertaken by the pupils of the 
second year, first half, if they have not previously 
completed Book Two. 

The series is progressive in the sense that the 
work of each succeeding grade is to begin where 
the preceding grade left off. This precludes the 
folly of assigning the successive books of the series 
to successive grades, so that Book One is given to 
the pupils of the first year, first half; Book Two 
to the first year, second half ; Introductory Book 
Three to the second year, first half, and so on. 

Abundant oral reproduction in the child's own 
language is a necessary preliminary to the rendition 
of the author's exact thought in the exact words of 
the text. A wise teacher will know how to sustain 
interest in story content for the ulterior purpose of 
practice in mastering sight symbols. 



TEACHING ARRANGEMENT OF STORIES 

BOOK ONE 

Take Book One and number the first thirteen 
stories in sequence from page 5 to page 55. Now 
mark off the basal stories with their supplementals, 
as follows : 

(i) The Hen and the Bag of Flour. (/. Basal) 

(2) Little Red Hen. (Sup.) 

(3) The Rat, the Hen, the Pig, and the Duck. 

(Sup.) 

(4) The Sun is Shining. (//. Basal) 

is) The Lark, the Fox, the Cat, and the Snake. 
(Sup.) 

(6) The Rat and the King. (Sup.) 

(7) The Hen and the Lark. (Sup.) 

(8) The Sky is FalUng. (///. Basal) 
(9) The Brown Hen. (Sup.) 
(10) Gray Cat and Black Cat. (Sup.) 

(11) The Hungry Fox. (IV. Basal) 

(12) Gray Fox. (Sup.) 

(13) The House that Jack Built. (Sup.) 

Here you have the scheme in outline. These 
thirteen stories constitute the true primer. The 
rest is the ordinary first reader. 

1 



CHAPTER I 

HOW TO TKA.CH THE BASAL STORIES 

OUTLINE 

I. ORAL WORK : Development of Content 

(a) Telling of the story by the teacher. 

(b) Conversation on the subject-matter of the story. 

(c) Oral reproduction of the story by the pupil. 

II. BLACKBOARD WORK: EstabUshing of Relations 

(a) Presentation and formal reading of the first sen- 
tence as a whole. 
(6) Recognition of words by position in the sentence. 

(c) Recognition of words by comparison. 

(d) Independent recognition of words. 

(e) Drill in rearrangement of words. 

III. BOOK WORK : Reading of the Story as a Whole 

(a) First basal story. 
(6) Second basal story. 

(c) Third basal story. 

(d) Fourth basal story. 

(e) Suggested time distribution of stories. 

IV. REVIEW WORK 



CHAPTER I 

HOW TO TEACH THE BASAL STORIES 

First Step 

I. ORAL WORK : Development of Content 

(a) Telling of the Story 

Before the actual work of reading the first story- 
is begun, each child must know the story, and must 
be able to give his own version of it. The teacher 
must tell the story to the children, and she must 
tell it so simply, dramatically, and vividly that it 
will take instant hold on the child imagination. 
Then she should ask the children to tell her the story. 

Instead of telling the whole story at once some 
teacher may wish to give it in parts; so she tells 
only as much as she intends to use on the black- 
board, has that orally repeated or paraphrased, and 
thus keeps up interest as is done with a serial story 
in a magazine. The teacher says, "Let's see. 
Where were we in the story when we left off ? John, 
you tell it as far as we have heard it." Then the 
teacher adds a new bit. If the children do not speak 
English at home, this continued, accretive style 
of giving them the story is better than telling the 
entire story at once. 

3 



4 THE PROGRESSIVE ROAD TO READING 

(6) Conversation 

During the time of oral work, the conversation, 
the nature work, and the hterature should include 
stories of the hen, the duck, the goose, and the 
turkey, and talks on flour and bread making. These 
lessons should be made as practical as possible, so 
that the children will have a vivid interest in the 
objects about which they are to read. Much can 
also be done in manual training by making bags, or 
even by grinding corn, wheat, etc., between stones 
or in a coffee mill, into meal or flour. 

Does such work help reading ? It does, indeed ! 
It lays memory traces of things and actions, ideas 
for which the reading is to furnish the sight symbols 
to match the words already known by sound. 

(c) Oral Reproduction 

The work in oral reproduction must go hand in 
hand with the work in reading. It must by no means 
be neglected, especially in classes composed of 
children of foreign parentage. In these classes the 
power to read will very quickly outstrip the power 
to tell what has been read. Therefore have abun- 
dant oral work based on stories of your own selection. 

Do not require the children to repeat a story with 
many incidents and characters, and with frequent 
changes of the point of view. Select stories with 
but one incident and few characters. Rewrite the 



HOW TO TEACH THE BASAL STORIES 5 

story, cutting out all description and all sentences 
containing difficult idiomatic phrases. 

It is to be remembered that before a chUd can ex- 
press what he has heard, he must have command 
of the necessary words. Some children at the age 
of six have a vocabulary which enables them to re- 
produce in their own way any simple story ; others 
seem to have almost no vocabulary. These children 
will not be able to reproduce at all ; they will have 
to acquire a vocabulary, before any reproduction is 
required. The reading will teach new words, and 
the daily story-telling will give facility in using them. 

Let the children dramatize the stories. For in- 
stance, in connection with the first story, have the 
children take the parts of the Hen, the Duck, the 
Goose, and the Turkey, and act out the various in- 
cidents of the narrative. 

Second Step 

II. BLACKBOARD WORK: EstabUshing Relations 

(a) Reading of the First Sentence 

The teacher reminds the children of the first event 
in the story : "The Hen found a bag of flour." She 
prints it on the blackboard, reading aloud as she does 



he Hen foaTid a bag of flour,. 



6 THE PROGRESSIVE ROAD TO READING 

SO. As the children know what has been written, 
they will be able to read it as a whole. Have several 
children read it. 




Then the teacher underlines the phrases^: as, of 
flour; a hag; and pointing to them, has them read. 

(6) Recognition by Position 

Next the teacher points and the pupils identify 
the words. Then she asks that they point to the 
words which she calls. Some child will be able to 
point to Hen, found, hag. Underline these words, 
and have the children point to them several times. 



he Hem found a bag o 



In teaching the slow pupils it will be necessary to 
have each child go through the process of finding 
the words and pointing to them. If three words 
are too many for the children to grasp, take two. 

1 Phrase work can be greatly facilitated by the use of printed 
cards containing phrases from the basal stories, which may be 
obtained from the publishers. 



HOW TO TEACH THE BASAL STORIES 



(c) Recognition by Comparison 

With the sentence still on the blackboard, print 
the underlined words directly beneath the same 
words in the sentence, and let the children name 
them by comparison with the words in the sentence. 
Then reprint these words over and over again on 
different parts of the blackboard until the children 



he rienToiind a ba^ of t 



nenTound baL 
Hem bag foar 
Dag Hen d 



ouTid found nem 



have ceased to refer to the sentence. This step is 
a very important part of the method ; the teacher 
must not ask the children to recognize words inde- 
pendently until she is certain that recognition by 
direct comparison has been thoroughly accomplished. 
The slowest children will need more time for this 
step than for any other in the series. 

(d) Independent Recognition 

When the teacher is reasonably sure that the chil- 
dren know the words without reference to their posi- 
tion, she should erase the sentence. The words to 



THE PROGRESSIVE ROAD TO READING 



Dag Toamd bag ' tounc 

"ouind rien found bag 

leri bag Hen Hein 

nen ba^ loanc 



be taught should now be printed in columns. This 
time the children should be required to recognize 
them instantly. Teach the remaining words of the 
sentence in the same way. 

(e) Drill in Rearrangement 

The prime law in teaching separate words is that 
they shall not be taught as bare words merely. 
Never lose sight of sentence unity and the relation 
among words. The latter is far more than the mere 
words give sign of. It is a contribution from the 
mind of the child, and evidences not mere memory, 
but a relating power, the art of thinking. 

When all the words in a sentence have been learned, 
they should be rearranged, if possible, and the chil- 
dren required to read the rearranged sentences. 



HOW TO TEACH THE BASAL STORIES 9 

Then they should be combined in new rearrange- 
ments with the words from previous sentences. 

The following drill deals with the first story. The 
first line in each set is the original sentence. 

The Hen found a bag of flour. 
The Hen found a bag. 
The Hen found flour. 

She tried to carry it home herself. 

She herself tried to carry it home. 

The Hen tried to carry the bag of flour home. 

Then she went to the Duck. 

She went to the Duck herself. 
The Hen herself went to the Duck. 

Please, Duck, help me to carry my bag of flour. 
Help me, please. Duck, to carry my bag of flour. 
Duck, help me, please, to carry my bag of flour. 
Help me to carry the bag of flour, please. Duck. 
Please help me, Duck. 

But the Duck said, " No." 
" No," said the Duck. 
The Duck herself said, " No." 
Said the Duck, " No." 
The Duck said, " No." 

So the Hen had to carry it home herself. 
The Hen herself had to carry it home. 
So she herself had to carry it. 
The Hen had to carry the bag of flour home. 
She had to carry the flour home herself. 



10 THE PROGRESSIVE ROAD TO READING 

The Hen tried to make the bread herself. 
She tried to make the bread. 
She herself tried to make it. 
The Hen tried to make bread. 

But the Hen said, " I will not give you any." 
" I will not give you any," said the Hen. 
" I will not give you bread," said the Hen. 
Said the Hen, " I will not give it to you." 
" I will not give you any bread," said the Hen. 
Said she, " I will not give you any." 

I will eat it myself. 
I myself will eat it. 

This drill should hy no means be omitted or slighted, 
as it is the principal means of guarding against rote 
work, which, if allowed to creep in, will destroy real 
progress. 

In giving the rearranged sentences remember that 
rereading the same sentence from the blackboard 
to get greater facility and perfection is not nearly 
so effective as rewriting the sentence for rereading, 
just as if what once had been attempted from the 
board had disappeared and could no longer be seen. 
This prevents all possible local association with the 
top, the bottom, or the side of the board. This is 
true also of words. Keep on filling the board, even 
if it be with the repeated writing of only half a 
dozen words. Never try to run the mill with water 
that has gone by. 



HOW TO TEACH THE BASAL STORIES 11 

Do not attempt the drill in rearrangement of words 
until the individual words are firmly fixed in the 
child's mind. If the little steps are hurried over, 
and the words but half known, the reading of the 
sentences will be halting. 

Sometimes a child does not get the thought in the 
sentence. This will be shown by his inability to 
repeat the sentence without looking at the board, 
or by a slow and uncertain repetition of the sentence, 
showing that he remembers merely a collection of 
words, and not the thought contained in them. The 
best guard against this meaningless reading is a 
firm drill in independent recognition of individual 
words. 

Drill at least two days on the words of a new sen- 
tence, before attempting to rearrange the words. 
An experienced teacher may allow herself a little 
liberty in this direction, but not the beginner. 

(i) Class Grouping 

After several sentences have been read by the 
pupils the class may be grouped. 

First Group : those who, when the sentence is printed 
on the blackboard, recognize the words without 
effort. 

Second Group : those who need to be taught, whose 
minds follow the steps easily but never skip 
over any. 



12 THE PROGRESSIVE ROAD TO READING 

Third Group : those who must be taught the same 
thing two or three times before grasping it. This 
group will include those who find difficulty in 
recognizing words without reference to their 
position in the sentence. 

Foreign children will take a long time to get the 
thought, and there may be some children who will 
not recognize the words in their new relations. 
These children should be helped, and a drill should 
be given, then and there, with the entire group on 
all the words that have been forgotten. 

The grouping done at this stage of the work must 
necessarily be tentative, and for some weeks children 
will shift from group to group ; but the work of the 
first year progresses so much more rapidly if done 
in groups that it is well to begin grouping as soon 
as possible. The rating should be low. If the rating 
is high, the teacher is constantly pulling some one 
up to the level. Good grouping does away with 
this trouble. 

At this stage, it is far better to place the nervous 
and the slow children in the third group, where they 
will have time to accustom themselves to strange 
surroundings, and where they will develop naturally, 
than to place them in the second group, and drag 
them up to the level of the others. 

Each group must be allowed to advance as far and 
as fast as it can. Promotion from lower to higher 



HOW TO TEACH THE BASAL STORIES 13 

groups during the term must be allowed. Often 
the lowest group disappears altogether, especially 
when they have a maximum of silent work just a 
little beyond their ordinary power. Here lies the 
secret of the gradation in Progressive Road to Reading. 

(2) Silent Drill for Third Group 

For the third group the teacher should test the 
results of the drill in the rearrangement of words by 
the following method : 

The teacher prints on the blackboard the following 
sentence, "She tried to carry the bag/' and then asks 
the class to read silently. As each child finishes he 
leaves his place and whispers the sentence to the 
teacher. He then passes to the other side of the 
room. This silent drill insures individual work 
and enables the teacher to detect weak spots. The 
necessity of requiring all the work from each indi- 
vidual in the group cannot be too strongly impressed 
upon the teacher. 

The blackboard work must be tidy; that is, the 
words must be printed neatly, and the printing must 
be carefully done. An untidy blackboard results in 
visual confusion; and visual confusion in a child 
of six means mental confusion. In a very short 
time the teacher will acquire facility in printing 
rapidly and neatly. 

Print the words or sentences one by one. Have 
each child read the word or sentence silently and 



14 THE PROGRESSIVE ROAD TO READING 

raise his hand when he has finished. Do not begin 
at the end of the group and have the children recite 
in turn. One thing to be remembered in this kind 
of work is, not to let the children tire ; have two short 
periods, rather than one long one. 

Third Step 

III. BOOK WORK: Reading of the Story as a Whole 

(a) First Basal Story 

When the children have gone over the entire story, 
sentence by sentence, in the manner indicated in 
the two foregoing steps, the book should be placed 
in their hands so that they may read the story as a 
whole. Have them read a certain portion silently, 
and when they have finished, let them stand. Ob- 
serve proper grouping, and help the slow ones. In 
oral reading when the book is first used, let each 
child read only a single sentence. When some degree 
of power is attained he may be trusted to read a 
paragraph; later, several paragraphs; and finally, 
a page. 

For the supplementary stories (see Teaching Ar- 
rangement of Stories, page 1) no blackboard prepara- 
tion should be given to the first and second groups 
other than a drill on the new sight words. A full 
blackboard drill may be necessary for the third group. 

These supplementary stories serve the double 
purpose of furnishing the more advanced pupils 



HOW TO TEACH THE BASAL STORIES 15 

with abundant material for independent study, and 
of giving to the less advanced ones a necessary re- 
view without repetition. They are not intended so 
much for oral reading as for silent work. In fact, 
they are primarily intended for groups not engaged 
in blackboard work on the basal story. This silent 
work prevents the interpolation of any obstructive 
association between the sight word and the thought. 
This is the direct road to power. The child learns 
to determine the meaning of new words from the con- 
text, although they have not been presented on the 
blackboard. 

(6) Second Basal Story 

The second basal story, ^'The Sun is Shining," 
p. 20, should be treated like the first. There should 
be the preliminary oral work, and the steps indicated 
in the development of the first basal story should be 
carefully followed. 

(c) Third Basal Story 

The children need not take up, sentence by sen- 
tence, the third basal story, "The Sky is Falling," 
p. 32, because the sight words and the phonetics 
already in their possession give a key to unlock the 
story with very little blackboard or oral development. 
This story is first presented on the blackboard. 

The teacher may take the first group over the steps 
a little more rapidly than in the first and second 



16 THE PROGRESSIVE ROAD TO READING 

basal stories; but she must not in any case omit 
the preHminary blackboard work. 

Diacritical marks are used in this story for the first 
time.^ The only reason for their appearance in the 
book is that the child may have a phonetic prop 
while silently preparing his lesson. As the child 
progresses, their use is gradually discontinued. 

(d) Fourth Basal Story 

Reading from the Blackboard Dropped 

When the fourth basal story, "The Hungry Fox," 
p. 43, has been reached, the teacher will place on the 
blackboard, for drill purposes, all the phonograms 
as well as the single and double consonant sounds 
used in the story. This work is aside from the regu- 
lar phonetic drill of the day. All new words, whether 
phonetic or unphonetic, should be read from the 
blackboard, the teacher striving for as much individ- 
ual work as possible. This is a critical stage of the 
work, and silent drill (see p. 13) is suggested. 

From this time on, this is the only preparatory 
blackboard drill needed for any reading. When 
the teacher is reasonably sure that all the new words 
have been mastered, the story may be read from the 
book. 

1 The book without diacritical marks will be furnished by the 
publishers if so desired. 



HOW TO TEACH THE BASAL STORIES 17 

(e) Suggested Time Distribution of Stories 
First week Oral work. 

Second, third, fourth, 
fifth, and sixth weeks First set of stories, pp. 5-19. 

Seventh, eighth, and 
ninth weeks . . . . Secondsetof stories, pp. 20-31. 

Tenth, eleventh, and 

twelfth weeks . . . Third set of stories, pp. 32-42. 

Thirteenth, fourteenth, 

and fifteenth weeks . Fourth set of stories, pp. 43-55. 

The four basal stories with the nine supplementary 
stories, covering fifty-one pages, require fully fifteen 
weeks for completion. During this time strict atten- 
tion must he given to sound work. The ^phonetic de- 
velopment is more important than the mere ability to 
cultivate a stock of sight words. 

The power attained during the fifteen weeks en- 
ables the ordinary child to read the nine remaining 
stories, covering seventy-three pages, in the last five 
weeks of the term. Children of the first group will 
demand additional reading matter. 

IV. REVIEW WORK 

Before the phonetic key is begun, all words must 
be learned as sight words ; and that the child may 
recognize them instantly they must be frequently 
and thoroughly reviewed. But from the beginning 



18 THE PROGRESSIVE ROAD TO READING 



it is well to keep separate the unphonetic words, and 
to review them daily. 

The teacher will find that she can facilitate this 
review work by using "perception cards." Printed 
perception cards may be purchased from the pub- 
lishers, or the teacher can easily make a set with stiff 
cardboard and good black ink. They impress the 
words readily on the child's mind and save the 
teacher's time. 

The following list of sight words, some of which, 
though phonetic, seem to present difficulties to chil- 
dren, is suggestive and may be extended at the dis- 
cretion of the teacher. This list should be made up 
as the words occur in the reading lessons, and be 
used on the perception cards : 



tried 


give 


would 


her 


now 


ever 


to 


you 


where 


come 


done 


every 


then 


any 


only 


want 


through 


their 


went 


who 


his 


saw 


could 


should 


but 


here 


once 


have 


put 


eye 


had 


some 


there 


very 


this 


been 


was 


do 


one 


were 


your 


thought 



The teacher should not drill on sight words that in 
a few weeks will be included in the phonetic key. 
The words in italics in the following vocabulary, 
being more or less unphonetic and irregular, require 
special drill. 



HOW TO TEACH THE BASAL STORIES 19 

Vocabulary of the Basal and Supplementary 
Stories 

(i) THE HEN AND THE BAG OF FLOUR (/. Basal) 



The 


home 




But 


made 


Hen 


herself 




said 


eat 


found 


Then 




No 


Oh 


a 


she 




Turkey 


yes 


bag 


went 




Goose 


I 


of 


the 




So 


will 


flour 


Duck 




had 


not 


She 


Please 




make 


give 


tried 


help 




bread 


you 


to 


me 




When 


any 


carry- 


my 




was 


myself 


it 












(2) Little Red Hen (Supplementary) 




Little 


Who 




Not 


bake 


Red 


asked 




And 


baked 


(3) 


The Rat, the Hen, the 


Pig, and the Duck 




(Supplemen 


tary) 




Here 


plant 


do 


mill 


Will 


are 


them 


grew 


carried 


You 


some 


Pig 


up 


came 


would 


grains 


these 


tall 


from 


so 


wheat 


Rat 


cut 


Yes 





20 THE PROGRESSIVE ROAD TO READING 



(4) THE SUN IS SHINING (77. Basal) 



sun 


till 


stay 


King's 


is 


met 


only 


house 


shining 


Brown 


In 


Into 


Lark 


Fox 


woods 


room 


fly 


Where 


Gray 


sang 


away 


going 


Pussy 


his 


King 


am 


apple 


sweet 


and 


Stay 


road 


thanked 


sing 


with 


Black 


gave 


him 


show 


Snake 


feathers 


song 


pretty 


rings 


for 


he 


fur 


over 


nest 


flew 


no 


fields 




(5) 


The Lark, the Fox, 


the Cat, and the Snake 




{Supplementary) 




Once 


in 


One 


apples 


upon 


field 


Good 


talk 


time 


about 


morning 


By 


there 


sunshine 


to-day 


by 


He 


all 


Don't 


at 


lived 


day 


go 


window 




(6) The Rat and the King {Supplementary) 



fat 

black 

kitchen 



something 

steal 

anything 



run 

called 

Cat 



There 
Go 
ran 
afraid 



HOW TO TEACH THE BASAL STORIES 



21 



(7) The Hen and the Lark (Supplementary) 



play 


always 




Cluck 


Only 


garden 


too 




Quack 


can 


shines 


Sing 




Do 


Thank 


It 






cannot 






(8) THE SKY IS 


FALLING (///. Basal) 


A 


her 




Come 


saw 


playing 


head 




along 





when 


sky 




they 


each 


bean 


falling 




We 


one 


fell 


tell 




want 


gold 


on 


walked 




us 






(9) The Brown Hen 


(Supplementary) 




wee 


peas 




How 


indeed 


brown 


liked 




know 


shook 


near 


beans 




that 


Nothing 


Beans 


eating 




Some 




(^ 


:o) Gray Cat and Black Cat (Supplementary) 



have 

nothing 

supper 

store 

buy 



meat 
may 
basket 
Very 



well 
On 
way 
stole 



sat 
chair 
floor 
cried 



22 THE PROGRESSIVE ROAD TO READING 



(ii) THE HUNGRY FOX {IV. Basal) 



very 


take 


hungry 


Pigeon 


walk 


Mouse 


find 


gone 


breakfast 


long 


old 


Fox's 


For 


see 


back 


were 


again 


shut 


May 


door 




(12) Gray 


himself 


side 


wood 


be 


woke 


used 


out 


hens 


if 


don't 


could 


more 


other 





Now 


through 


here 


keyhole 


What 


ask 


done 


Man 


scratch 


gun 


ate 


killed 


sit 


little 


roof 


but 


never 


brought 


work 


kill 



started 


This 


across 


then 


hid 


Ha 


grass 


ha 


mice 


laughed 


put 


waved 




tail 



(13) The House that Jack Built (Supplementary) 



Jack 

huilt 
cheese 



lay 
rat 
cat 



dog 

teased 

cow 



crooked 

horn 

tossed 



CHAPTER n 

PHONETIC DEVELOPMENT 

OUTLINE 
I. TEACHING THE BLEND 

(a) Presentation of the word as a whole ; as make. 

(b) Analysis of the word into its phonic (sound) and 

phonetic (sight) elements ; as m and ake. 

(c) Blending the elements to form the word. 

(d) Building new words by changing the initial con- 

sonant. 

II. TEACHING VOWEL SOUNDS 

(a) Discovering vowel sounds. 
(6) Use of diacritical marks, 
(c) Crossing off letters. 

III. DEVELOPMENT OF PHONETIC RAPIDITY 

(a) Meaning and practice. 

(6) Perception card drill. 

(c) Drill on miscellaneous words. 



23 



CHAPTER II 
PHONETIC DEVELOPMENT 
I. TEACHING THE BLEND 

The vocabulary of the first few basal stories serves 
as a foundation for sound-work. The phonetic de- 
velopment begins after the completion of the first 
basal story. Make is a good word with which to 
commence, because it forms part of the child's vo- 
cabulary, and because it is readily visualized and 
easily pronounced. 

In teaching the blend there are four steps : 

(a) Presentation of the Word 

Print the word on the blackboard. Do not under- 
line or distinguish the phonogram or the initial con- 
sonant in any way. 

(6) Analysis 

Pronounce the word slowly. While sounding m, 
cover the phonogram ake; while pronouncing the 
phonogram ake, cover the consonant w. (In teach- 
ing a sound or a phonogram, take it from a known 
sight word, always having the children discover for 
themselves the sound of the letter or the phonogram.) 

24 



PHONETIC DEVELOPMENT 25 

(c) Blending the Elements 

Be sure that the children not only perceive that 
the word is made up of two parts, m and ake, but 
that they understand how these parts are blended. 

(d) Building New Words 

Take initial consonants from sight words which 
occur in the first basal story, for example, b from 
bag, c from carry, s from so, etc. Then give the 
words bake, cake, sake, etc. Let this stage of the 
work take as much time as the children require. A 
comprehension of the blend is the principal thing. 

From the beginning insist that the child pronounce 
the entire word at once. Never allow him in attack- 
ing a word to voice separate phonetic sjrmbols, but 
always have him sound them in the full and perfect 
blend of the word. 

Do not add a sound or a phonogram to the list for 
daily perception-card drill until the children have 
thoroughly associated it with the word of which it is 
a part. Be particularly careful in the case of phono- 
grams that are not words in themselves, as ing, ight. 

II. TEACHING VOWEL SOUNDS 
(a) Discovering Vowel Sounds 

When vowel sounds are taught as such, diacritical 
marks are used for the first time. The teacher 
wants to teach the long sound of o. She prints the 



26 THE PROGRESSIVE ROAD TO READING 

word so on the blackboard. The children pronounce 
it. Then she covers the s and pronounces the o. 
When the children have discovered that o says o, 
mark the letter and drill on new words. 

When the phonetic study has somewhat advanced, 
the reading will go very quickly, because only those 
words containing the modified sounds of the vowels 
will be outside the key. 

(6) Use of Diacritical Marks 

Discontinue the markings a, e, i, o, u when the chil- 
dren know the effect of final e. This long mark is 
not again used except in case of words like how, etc., 
in which the vowel may have one of two sounds. 

After one month of work on any vowel drill, mark 
only the first word in a set, as hag, heg, hig, hog, hug. 
Discontinue the use of this mark as soon as possible. 

The marks are used in the blackboard work long 
after they have been discontinued in the text of the 
book, because preliminary blackboard drill smooths 
out most diflSculties. 

(c) Crossing Off Letters 

As soon as the work in phonetics is begun, cross off: 

1. The e before d, as in the word us^d. 

2. All other silent letters, as in 

sho-y^ straj!jf]4t co^t 

neflr waft 



PHONETIC DEVELOPMENT 27 

Note. — Ea (near), ai (wait), oa (coat), are taught as 
phonograms in connection with Book Ttvo, so the marking 
in these words is discontinued at that time. 

Do not cross off : 

1. One of double letters, as in little. 

2. The y following a, as in lay. 

3. Silent e at the end of a word, as in lame. 

4. The second e in double e, as in seen. 

III. DEVELOPMENT OF PHONETIC RAPIDITY 
(a) Meaning and Practice 

By phonetic rapidity is meant the power to see 
and at the same time to say. This power will be 
acquired by degrees. The children may know all 
the consonant and the vowel sounds perfectly, but 
the power to pronounce a word as quickly as the eye 
takes it in will come only by practice. The first 
and the second groups of pupils will have acquired 
this rapidity at the end of six months. The third 
group will take perhaps twelve months. 

But rapidity in blackboard work does not mean 
facility in reading from the book. Up to this point, 
phonetic drills may have taken first place ; but when 
rapidity in blackboard work has been gained, more 
time may be given to reading from the book to in- 
sure fluency in phrasing. 

The blackboard drills, however, must not be neg- 



28 THE PROGRESSIVE ROAD TO READING 

lected for a day. As the children acquire power, 
the drills may be made shorter, but they must not 
be dropped altogether. Since the phonetic key is 
the most important feature of the method, it is es- 
sential that the work be done with the utmost thor- 
oughness. 

Children who do not appear to acquire rapidity 
naturally must be taught to do so. For this pur- 
pose a small group is a necessity. Take the children 
by fives for a short, sharp exercise every day. Do 
not allow them to dawdle over the phonetic work. 
Train them to say at once, without hesitation, what- 
ever you put on the blackboard. Until some degree 
of phonetic rapidity is acquired, a child will not read 
for pleasure. Therefore, give him this power as 
quickly as possible, for then he will do more than 
half the work himself. 

There is a time when the child seems to be able to 
pronounce a new word only after slowly, and often 
audibly, putting the different parts of it together. 
From the beginning teach him to do this silently, 
and quickly. Drill until a mere glance brings the 
word as a whole to the lips without hesitation. 

(6) Perception Card Drill 

Every phonogram, consonant and vowel sound 
should be reviewed daily by means of perception 
cards. The teacher may obtain these cards from 
the publishers or she may make them herself, printing 



PHONETIC DEVELOPMENT 29 

each sound as it is taught, on cardboard in letters 
large enough to be read at the back of the room. 

Take third-group work with the whole class. 

Take second-group work with the second and first 
groups. 

Take first-group work with the first group only. 

When a group stops reciting with the others, let 
it begin seat work specified for that group at the com- 
mencement of the lesson. 

(c) Drill on Miscellaneous Words 

A drill on miscellaneous words is a pleasant way 
of reviewing what the children know. It uses the 
same knowledge in ever-varying form, and is the 
principal means of increasing phonetic rapidity. 

The idea is not to teach a certain number of words, 
but to give the children facihty in dealing with new 
reading matter. The blending of words in series 
only will not give the necessary phonetic strength 
to attack new material. Pupils must have daily 
experience in blending words from varying lists. 
The words used in these drills must contain phonetic 
elements with which the children are familiar. As 
each point in the phonetic work is taken up, 
words representing that point should appear in the 
miscellaneous drill. 



CHAPTER III 
SUGGESTED PHONETIC DRILL 
OUTLINE 
I. DRILL IN CONNECTION WITH BOOK ONE 

(a) First and Second Sets of Stories, pp. 5-31. 
(6) Third Set of Stories, pp. 32-42. 

(c) Fourth Set of Stories, pp. 43-55. 

(d) The Remaining Stories, pp. 56-128. 

II. DRILL IN CONNECTION WITH BOOK TWO 

(a) Stories, pp. 5-41. 

(6) Stories, pp. 42-79. 

(c) Stories, pp. 80-122. 

(d) Stories, pp. 123-160. 

III. DRILL IN CONNECTION WITH INTRODUCTORY 

BOOK THREE 

(a) Stories, pp. 7-38. 
(6) Stories, pp. 39-84. 

(c) Stories, pp. 85-122. 

(d) Stories, pp. 123-176. 

IV. REVIEW IN CONNECTION WITH HIGHER BOOKS 



30 



CHAPTER III 

SUGGESTED PHONETIC DRILL 

I. DRILL IN CONNECTION WITH BOOK ONE 

(a) First and Second Sets of Stories, pp. 5-31 

Begin phonetics when pupils know perfectly the 
vocabulary of the first basal story, not before. This 
is an important point because all of the phonetic 
elements introduced here are taken from words in 
the first set of stories. 

(i) Basal Phonograms 

ake taken from make 

it taken from it 
eat taken from eat 
ill taken from will 
at taken from rat 
all taken from tall 

(2) Initial Consonants taken with Basal Phonograms 

The initial consonant's are best taught by taking 
them from sight words which are already known to 
the children, and using them with basal phonograms. 
Take: 

31 



32 THE PROGRESSIVE ROAD TO READING 



m from make 
b from bag 
c from carry 
t from tall 
r from rat 
I from little 
w from will 
s from so 



p from p^'gr 
c? from do 
f from found 
g from ^^ve 
^ from ^ome 
n from no 
5^ from she 
wh from wj^en 



Now the return may be made from the parts to 
the original wholes and also to new combinations. 

Note. — In the following illustrative list and in all 
those given in connection with Book One, words which 
occur in the reader are printed in black-faced type. This 
enables the teacher to distinguish at a glance the words 
which will soon be of particular use as parts of the child's 
reading vocabulary. 

ake 



make 
bake 
cake 


take 

rake 


lake 
wake 

it 


sake 
fake 
shake 


bit 

lit 


wit 
sit 


pit 
fit 

eat 


hit 
whit 


meat 
beat 


seat 
peat 


feat 
heat 


neat 
wheat 



mill 


rill 


pill 


bill 


will 


dill 


till 


sill 


fill 
at 


mat 


cat 


sat 


bat 


rat 


pat 

all 


mall 


call 


wall 


ball 


tall 


pall 



SUGGESTED PHONETIC DRILL 33 

iU 

gill 
hill 



fat 
hat 



fall 
gall 
hall 

(3) Long Sounds of Vowels 

taken from so 
e taken from she 
y taken from my 

a taken from made 

1 taken from tried 

After these long vowels have been thoroughly- 
taught, proceed to new combinations, using first the 
double blend, then the triple blend. The terms 
"double blend" and "triple blend" are used for con- 
venience in connection with the drills to fix conso- 
nant and vowel values ; e.g. 

Double blend: 

so = s — 0; am = a — m; day = d — ay. 
Triple blend: 

home = h — — me; hen = h — e — n; bag = b — a — g. 



34 THE PROGRESSIVE ROAD TO READING 

The vowel lists are not intended to be exhaustive. 
They have been built around type words taken from 
Book One, and they should be extended and varied 
in blackboard drill. 

While the silent letters have not been marked in 
the phonetic lists, they may be crossed off in black- 
board drill as directed on pages 26 and 27. 

(A) Long Vowels in Double Blend 



hoe 
no 

show 
whoa 










mow 


low 


doe 


bow 


woe 


foe 


tow 


so 


go 


row 




e 


me 


lee 


see 


be 


we 


pea 


tea 


wee 


fee 
E 


my 


buy 


lye 


by 


rye 


dye 
a 


may 


lay 


pay 


bay 


way 


day 


ray 


say 


fay 
i 


tie 


sigh 


die 


he 


pie 


fie 



he 
she 



shy 
why 



gay 
hay 
nay 

high 
nigh 



SUGGESTED PHONETIC DRILL 



35 



(B) Long Vowels in Triple Blend 



dole 


boll 


comb 


core 


hole 


poll 


dome 


fore 


mole 


roll 


home 


lore 


pole 


toll 


Rome 


more 


sole 


old 


bore 


wore 


deed 


need 


e 
feel 


deep 


feed 


reed 


heel 


peep 


heed 


seed 


peel 


weep 


meed 


weed 


reel 


sheep 


fade 


dame 


a 
tame 


gate 


made 


fame 


shame 


hate 


wade 


game 


(ate) 


late 


shade 


lame 


bate 


mate 


safe 


name 


date 


pate 


came 


same 


fate 


rate 


bide 


dime 


i 
mine 


dire 


hide 


lime 


nine 


fire 


ride 


time 


pine 


hire 


side 


dine 


wine 


mire 


tide 


fine 


shine 


tire 


wide 


line 


whine 


wire 



36 THE PROGRESSIVE ROAD TO READING 

(6) Third Set of Stories, pp. 32-42 
(i) Initial Consonants 

In addition to the initial consonants already taken, 
the teacher may now introduce new sounds analyzed 
from sight words. Take : 

k from king 
ch from each 
th from then 

k 
kit kill key kite 

ch 
chit chill cheat chat 

ih 
thee though thy that 

This is also the time to teach the children to com- 
bine the single consonants already learned to get the 
double initials ; e. g., /— r = Jr; J— I = fl. De- 
velop all useful combinations: hi, hr, cl, cr, dr, dw, 
fl, fr, gl, gr, pi, pr, sc, sk, si, sm, sn, sp, st, sw, tr, tw. 

Use these consonant combinations with {A) phono- 
grams and (s) vowels previously learned. 







A 




brake 


drake 


slake 


spake 


crake 


flake 


snake 


stake 



SUGGESTED PHONETIC DRILL 



37 



flit 


skit 


spit 


sprit 


grit 


slit 


split 


twit 


drill 


grill 


spill 


trill 


frill 


skill 


still 


twill 


bleat 


cleat 


pleat 


treat 


flat 


plat 


scat 


slat 



small 



stall 



B 



blow 


slow 


broke 


score 


crow 


snow 


choke 


snore 


flow 


stow 


smoke 


store 


glow 


strow 


spoke 


door 


grow 


woke 


stoke 


floor 


flee 


keen 


keep 


fleet 


free 


green 


creep 


greet 


glee 


preen 


sleep 


sleet 


tree 


screen 


steep 


sweet 


spree 


spleen 


sweep 


street 


cry 


fry 


sky 


sty 


dry 


ply 


sly 


try 


fly 


pry 


spy 


spry 


bray 


pray 


stray 


crate 


clay 


stay 


chase 


plate 


dray 


sway 


haste 


skate 


gray 


tray 


taste 


slate 


play 


spray 


waste 


state 



38 THE PROGRESSIVE ROAD TO READING 



cried 


spike 


crime 


smite 


tried 


strike 


grime 


spite 


fried 


chime 


prime 


trite 


Uke 


climb 


slime 


white 



(2) Basal Phonograms 

ing taken from sing 
ar taken from are 

These new phonograms should be combined with 
the initial consonants thus far learned. 



mg 



kmg 


wing 


fling 


sting 


ring 


bring 


sling 


string 


sing 


cling 


spring 


swing 



The phonogram ing should also be used as a termi- 
nation, adding it first to words which have already 
occurred in the stories read ; for example : 



eat 


help 


fly 


go 


eatmg 


helping 


flying 


going 


sing 


show 


play 


fall 


singing 


showing 


playing 


falling 


ring 


wing 


bring 


fling 


ringing 


winging 


bringing 


flinging 



SUGGESTED PHONETIC DRILL 



39 



ar 



bar 


hard 


snarl 


dart 


car 


lard 


arm 


mart 


far 


ark 


farm 


part 


mar 


bark 


harm 


tart 


par 


dark 


charm 


chart 


tar 


hark 


barn 


smart 


char 


lark 


darn 


start 


scar 


mark 


carp 


arch 


spar 


park 


harp 


march 


star 


shark 


sharp 


starch 


bard 


spark 


art 


harsh 


card 


stark 


cart 


marsh 



(c) Fourth Set of Stories, pp. 43-55 
(i) Short Sounds of Vowels 

a taken from am 
e taken from hen 
i taken from it 
taken from on 
u taken from up 
p taken from carry 



bad 

fad 
had 
lad 
mad 



pad 

sad 

glad 

shad 

bag 



fag 



hag 

lag 

nag 



rag 

sag 

tag 

wag 

brag 



crag 

drag 

flag 

snag 

stag 



40 THE PROGRESSIVE ROAD TO READING 



ham 


stamp 


and 


rap 


rack 


lamb 


tramp 


band 


sap 


sack 


ram 


can 


hand 


tap 


tack 


clam 


fan 


land 


chap 


black 


cram 


man 


sand 


clap 


stack 


sham 


pan 


brand 


flap 


track 


slam 


ran 


grand 


slap 


catch 


swam 


tan 


stand 


snap 


hatch 


camp 


bran 


plant 


scrap 


latch 


damp 


plan 


scant 


trap 


match 


lamp 


scan 


lap 


back 


patch 


cramp 


span 


map 


lack 


snatch 


scamp 


than 


nap 


pack 


scratch 


bed 


tell 


pen 


lent 


lest 


fed 


well 


ten 


rent 


nest 


led 


smell 


glen 


sent 


rest 


red 


spell 


then 


tent 


west 


wed 


swell 


when 


went 


chest 


bled 


self 


end 


spent 


bet 


fled 


shelf 


bend 


rep 


get 


shed 


help 


lend 


step 


let 


sled 


kelp 


mend 


less 


met 


beg 


felt 


send 


mess 


net 


keg 


pelt 


tend 


bless 


pet 


leg 


stem 


wend 


chess 


set 


peg 


them 


blend 


dress 


wet 


bell 


den 


spend 


press 


fret 


fell 


hen 


bent 


stress 


kept 


sell 


men 


dent 


best 


swept 



SUGGESTED PHONETIC DRILL 



41 



bid 


pig 


in 


rip 


which 


did 


wig 


din 


sip 


lick 


hid 


twig 


fin 


tip 


pick 


lid 


dim 


pin 


tiptoe 


sick 


slid 


him 


sin 


chip 


tick 


if 


limb 


tin 


clip 


wick 


sniff 


rim 


win 


drip 


brick 


stiff 


grim 


grin 


grip 


chick 


gift 


prim 


skin 


ship 


stick 


lift 


skim 


spin 


skip 


trick 


sift 


slim 


twin 


slip 


milk 


drift 


swim 


wmd 


snip 


silk 


swift 


whim 


window 


trip 


dish 


big 


trim 


dip 


strip 


fish 


dig 


imp 


hip 


this 


wish 


fig 


limp 


Up 


rich 


with 


cob 


from 




top 


hot 


dock 


mob 


on 


chop 


lot 


lock 


rob 


con 


crop 


not 


mock 


robin 


don 


drop 


pot 


sock 


sob 


bond 


flop 


rot 


block 


snob 


fond 


shop 


blot 


clock 


doll 


pond 


slop 


plot 


flock 


loll 


hop 


stop 


slot 


frock 


follow 


lop 


cot 


spot 


shock 


hollow 


mop 


dot 


trot 


stock 


bomb 


pop 


got 


cock 


pocket 



42 THE PROGRESSIVE ROAD TO READING 



u 



buff 


dun 


cup 


smut 


pluck 


cuff 


fun 


pup 


much 


shuck 


huff 


gun 


sup 


such 


stuck 


muff 


nun 


scup 


buck 


truck 


puff 


pun 


us 


duck 


struck 


ruff 


run 


fuss 


luck 


bust 


bluff 


sun 


but 


muck 


dust 


gruff 


tun 


cut 


Puck 


gust 


scuff 


shun 


hut 


ruck 


must 


snuff 


spun 


nut 


suck 


rust 


stuff 


stun 


rut 


tuck 


crust 


bun 


up 


shut 


cluck 


trust 



Short y is more easily taught if presented first as 
a termination, giving the noun and then the adjec- 
tive formed from it ; as : 



hill need 


weed 


greed 


hilly needy 


weedy 


greedy 


show hand 


sand 


stick 


showy handy 


sandy 


sticky 


Then drill on the miscellaneous list : 




silly speedy 


candy 


ferry 


pity tidy 


tarry 


chimney 


lady glory 


cherry 


fimny 


shady story 


merry 


sunny 





SUGGESTED 


PHONETIC DRILL 






(2) Terminations 


^d, f,d (t), ed, er 








jkd 






kill 
killed 


call 
called 




show 
showed 


play 
played 


fill 
filled 


name 
named 




tire 
tired 


open 
opened 


climb 
climbed 


roll 
rolled 


M(f. 


snarl 
snarled 

) 


follow 
followed 


chase 
chased 


peep 
peeped 




like 
liked 


choke 
choked 


stamp 
stamped 


help 
helped 




Uck 
licked 


puff 
puffed 


scratch 
scratched 


talk 
talked 


ed 


pick 
picked 


jump 
jumped 


taste 
tasted 


waste 
wasted 




start 
started 


want 
wanted 


plant 
planted 


end 
ended 




rest 
rested 


shout 
shouted 


plant 

planter 


mill 

miller 


er 


play 
player 


farm 
farmer 



43 



44 THE PROGRESSIVE ROAD TO READING 



taU 

taller 



small 
smaller 



old 

older 



slow 
slower 



(d) The Remaining Stories, pp. 56-128 
(i) Consonants 







j from Jack 










g from change 


e 








V from very 










c from city 










s from is 










th from thank 






Jack 


jar 


i 

jet 


job 


jug 


jade 


Jelly 


jig 


jog 


jump 


jam 


jest 


JiU 

g as in change 


joke 


just 


gem 


stage 


wedge 


nudge 


plunge 


gin 


range 


dredge 


drudge 


magic 


gill 


change 


pledge 


fudge 


fidget 


gist 


grange 


sledge 


grudge 


midget 


age 


strange 


midge 


smudge 


danger 


cage 


badge 


ridge 


hinge 


manger 


page 


edge 


bridge 


singe 


oblige 


rage 


hedge 


dodge 


tinge 


ginger 


sage 


ledge 


lodge 


fringe 


stingy 


wage 


sedge 


budge 


lunge 


porridge 



SUGGESTED PHONETIC DRILL 



45 



vale 


cave 


brave 


van 


even 


vane 


gave 


grave 


vat 


over 


vase 


pave 


shave 


have 


ever 


vile 


rave 


slave 


very 


never 


vine 


save 


grove 


give 


every 


vote 


wave 


stove 

c as in city 


live 


river 


ace 


grace 


nice 


twice 


fence 


face 


place 


rice 


cell 


hence 


lace 


space 


vice 


cent 


whence 


mace 


trace 


price 


center 


since 


pace 


ice 


slice 


cider 


wince 


race 


dice 


spice 


cinder 


prince 


brace 


mice 


trice 

s as in is 


icing 


force 


king 


wing 


key 


tie 


bag 


kings 


wings 


keys 


ties 


bags 


ring 


way 


weed 


bowl 


robin 


rings 


ways 


weeds 


bowls 


robins 


balls 


plays 


hides 


stands 


runs 


cars 


waves 


shines 


hens 


cherries 


arms 


sees 


shows 


his 


dinners 


snarls 


cheese 


rolls 


dolls 


dishes 


kills 


these 


stores 


ponds 


sisters 



46 THE PROGRESSIVE ROAD TO READING 

th as in thank 



thing 


thin 


throw 


throne 


tenth 


thigh 


thumb 


thrall 


teeth 


fifth 


thatch 


thump 


thrill 


both 


thimble 


thick 


three 


thrash 

(2) Phonograms 

ow from cow 
ou from out 
or from for 


ninth 

1 


thunder 






ought from brought 








other from other 










ight from night 










ow 






bow 


prow 


prowl 


clown 


tower 


cow 


scow 


scowl 


crown 


flower 


how 


owl 


crowd 


drown 


glower 


now 


cowl 


down 


frown 


shower 


row 


fowl 


gown 


bower 


powder 


brow 


howl 


town 


cower 


chowder 


plow 


growl 


brown 


power 


drowsy 


loud 


doubt 


ou 
stout 


ounce 


round 


cloud 


gout 


trout 


flounce 


sound 


proud 


pout 


sprout 


bound 


wound 


house 


scout 


couch 


found 


ground 


mouse 


shout 


crouch 


hound 


flounder 


blouse 


snout 


mouth 


mound 


count 


out 


spout 


south 


pound 


fount 



SUGGESTED PHONETIC DRILL 



47 



or 



for 


fork 


born 


scorn 


torch 


nor 


stork 


com 


thorn 


scorch 


cord 


form 


horn 


sort 


north 


lord 


storm 


morn 


short 


border 


cork 


stormy 


morning 

ought 


snort 


corner 



ought bought fought sought thought 



other 
mother brother another smother smothered 



ight 



fight 


night 


tight 


flight 


slight 


hght 


right 


blight 


fright 


delight 


might 


sight 


bright 


plight 


lightning 



(3) Vowel Drills 
{A) Long Sound of u 

u taken from used 



cue 


dude 


dune 


fuse 


due 


nude 


tune 


muse 


hue 


huge 


cure 


cute 


cube 


mule 


lure 


lute 


tube 


fume 


pure 


mute 



duel 

fuel 

puny 

duty 

music 



48 THE PROGRESSIVE ROAD TO READING 



(B) Review of Long and Short Vowels 



day 


dee 


die 


fay 


fee 


fie 


hay 


he 


high 


lay 


lee 


lie 


say 


see 


sigh 


male 




mile 


pale 


peel 


pile 


tale 


teel 


tile 


stale 


steel 


stile 


dame 


deem 


dime 


tame 


teem 


time 


Dane 


dene 


dine 


mate 


mete 


mite 


a 


e 


^ 


bag 


beg 


big 


Dan 


den 


din 


rack 


reck 


rick 


bad 


bed 


bid 


pan 


pen 


pin 


sap 




sip 


bat 


bet 


bit 


hat 




hit 


pat 


pet 


pit 


sack 




sick 


clack 




click 


fallow 


fellow 




batter 


better 


bitte 



doe 

foe 

hoe 

lo 

so 

mole 

pole 

stole 

dome 

tome 

mote 



bog 
don 
rock 



sop 

hot 

pot 

sock 

clock 

follow 



u 
due 

hue 

sue 

mule 

pule 



dune 
mute 

u 

bug 

dun 

ruck 

bud 

pun 

sup 

but 

hut 



suck 
cluck 

butter 



SUGGESTED PHONETIC DRILL 49 

(C) Drill on Vowels to Show the Effect on Final e 



glad 


glade 


rat 


rate 


bit 


bite 


mad 


made 


slat 


slate 


whit 


white 


rag 


rage 


met 


mete 


hop 


hope 


stag 


stage 


rid 


ride 


not 


note 


can 


cane 


fin 


fine 


cub 


cube 


cap 


cape 


shin 


shine 


tub 


tube 


tap 


tape 


spin 


spine 


hug 


huge 


at 


ate 


tin 


tine 


us 


use 


hat 


hate 


win 


wine 


cut 


cute 



SUMMAKY OF PHONETIC ELEMENTS 
taught in connection with 

BOOK ONE 



Phonograms : 

ake, it, ill, eat, at, all 

ing, ar 

ow, ou, or, ought, other, ight 

Consonants : 

m, b, c, t, r, 1, w, s, p, d, f, g, h, n, sh, wh 
k, ch, th (as in then) ; consonant combinations 
j, g (as in change), c (as in city), s (as in is), th (as in 
thank) 

Vowels : 

Long: 6, e, y, a, i, u 
Short: a, e, i, 6, ii, y 

Terminations : 

^d, ^d (= t), ed, er 



50 THE PROGRESSIVE ROAD TO READING 

II. DRILL IN CONNECTION WITH BOOK TWO 

Before beginning the phonetic work in connec- 
tion with Book Two, the teacher should see that the 
child is absolute master of the elements presented 
during the period of Book One (see page 49) and 
that he is able to blend silently and rapidly words 
involving these elements. If a great degree of 
proficiency on the part of the pupil is hoped for 
during the period of Book Two, the teacher must 
use Book One phonetic perception cards daily to 
review all the sounds previously taught. In other 
words, the class should not be allowed to forget 
these sound elements. As new sounds for the 
Book Two period are taught they should be added 
to the list for daily reviews. 

Do not forget that clear enunciation and clean 
articulation are quite as important in the work for 
the Book Two period as they were in the period of 
Book One. In drilling upon the combinations pre- 
sented in the following word lists, see to it that the 
pupils make a swift, smooth and perfect blend. Make 
sure always that the final consonant is sounded. 

(a) Stories, pp. 5-41 

(i) Vowel Values 

ai as in tail 
ea as in tease 
ea as in bread 
oa as in road 



SUGGESTED PHONETIC DRILL 



51 







ai 






aid 


jail 


snail 


brain 


faint 


laid 


mail 


trail 


chain 


paint 


maid 


nail 


aim 


drain 


painter 


paid 


pail 


maim 


grain 


saint 


raid 


rail 


claim 


plain 


taint 


braid 


railing 


fain 


slain 


plaint 


staid 


sail 


gain 


Spain 


waist 


waif 


tail 


main 


stain 


bait 


ail 


wail 


pain 


swain 


gait 


bail 


flail 


rain 


train 


wait 


fail 


frail 


vain 


twain 


trait 


hail 


grail 


wain 
ea as in teast 


strain 


strait 


each 


peak 


steal 


clean 


shear 


beach 


teak 


beam 


glean 


smear 


peach 


weak 


ream 


heap 


spear 


reach 


creak 


seam 


leap 


ease 


teach 


freak 


team 


reap 


peas 


breach 


sneak 


cream 


cheap 


tease 


preach 


speak 


dream 


ear 


please 


bead 


streak 


gleam 


dear 


heave 


lead 


deal 


steam 


fear 


leave 


read 


heal 


stream 


gear 


weave 


plead 


meal 


bean 


hear 


cleave 


leaf 


peal 


dean 


near 


breathe 


sheaf 


seal 


lean 


rear 


eager 


beak 


veal 


mean 


tear 


eagle 


leak 


weal 


wean 


clear 


dreary 



52 THE PROGRESSIVE ROAD TO READING 
ea as in bread 



dead 


tread 


breath 


stealth 


weather 


head 


thread 


realm 


cleanse 


heaven 


lead 


stead 


health 


meadow 


leaven 


read 


sweat 


healthy- 


steady 


heavy 


bread 


threat 


wealth 


feather 


bedstead 


dread 


death 


wealthy 


leather 


instead 



oa 



oaf 


road 


roam hoary 


coach 


loaf 


toad 


loan oat 


poach 


oak 


coal 


moan boat 


oath 


soak 


goal 


groan coat 


boast 


croak 


shoal 


soap goat 


coast 


goad 


foam 


oar moat 


roast 


load 


loam 


boar throat 

(2) Consonants 

X as in fox 
y as in yes 
z as in dizzy 
qu as in quack 


toast 


ax 


flax 


X 

fix sixty 


coax 


axle 


sex 


mix ox 


hoax 


lax 


vex 


six oxen 


index 


tax 


next 


sixth box 


vixen 


wax 


text 


sixteen foxes 


betwixt 





SUGGESTED PHONETIC DRILL 


53 


ye 


yeast 


y. 

yell 


yet 


yard 


yoke 


yak 


yellow 


yon 


yarn 


year 


yam 


yes 


yonder 


yesterday 


daze 


graze 


2 

size 


buzz 


puzzle 


gaze 


baize 


prize 


fuzz 


lazy 


haze 


maize 


doze 


dazzle 


zero 


maze 


breeze 


froze 


sizzle 


capsize 


blaze 


freeze 


fez 


drizzle 


dizzy 


craze 


sneeze 


fizz 


grizzly 


zig-zag 


glaze 


wheeze 


bronze 
qu 


muzzle 


lozenge 


quake 


squeal 


quench 


quit 


acquaint 


quail 


squeeze 


quest 


quiz 


acquire 


quaint 


quite 


quick 


squint 


inquire 


queen 


quire 


quill 


squall 


require 


queer 


quack 


quilt 


quiet 


request 


squeak 


quell 


quince 


quiver 


acquit 



(3) Terminations : ly, Jul, est 

k 

safe late queen sad lone 

safely lately queenly sadly lonely 

slowly nearly gayly quickly evenly 

willingly proudly tightly gladly suddenly 



54 THE PROGRESSIVE ROAD TO READING 



play spite hope doubt will 

playful spiteful hopeful doubtful willful 

playfully spitefully hopefully doubtfully willfully 

delight scorn tear faith dread 

delightful scornful tearful faithful dreadful 

delightfully scornfully tearfully faithfully dreadfully 



tall 
tallest 

small 
smallest 



coo 

too 

woo 

food 

brood 

hoof 

proof 

cool 

fool 



loud 
loudest 

proud 



est 

light 
lightest 

bright kind 



sweet 
sweetest 



sly 

slyest 

cold 



proudest brightest kindest coldest 

(&) Stories, pp. 42-79 

(i) Vowel Values 

00 as in moon 

u as in rule 

ew as in grew 



pool 

tool 

spool 

stool 

boom 

doom 

loom 

room 

bloom 



00 as m Tnoon 

broom 

gloom 

groom 

boon 

loon 

moon 

noon 

soon 

spoon 



coop 

sloop 

stoop 

troop 

boor 

poor 

goose 

loose 

boot 



hoot 

root 

soot 

toot 

shoot 

boost 

roost 

tooth 

smooth 



SUGGESTED PHONETIC DRILL 

u as in rule 



55 



rue 


crude 


brute 


ruby 


ruin 


true 


prude 


chute 


cruel 


bruin 


rude 


prunes 


truth 


gruel 


ruler 






ew as in grew 




Jew 


chew 


drew 


screw 


shrewd 


blew 


clew 


flew 


strew 


jewel 


brew 


crew 


slew 


threw 


jewelry- 




(2) 


Consonant Values 

n as in sang 




bang 


twang 


slung 


mangle 


bungle 


fang 


sprang 


stung 


tangle 


jungle 


gang 


gong 


strung 


spangle 


finger 


hang 


bung 


length 


strangle 


linger 


rang 


hung 


strength 


jingle 


angry 


sang 


sung 


bangle 


mingle 


hungry 


clang 


clung 


dangle 


single 


ding-dong 


slang 


flung 


jangle 


shingle 


ping-pong 


bank 


flank 


mink 


slink 


uncle 


hank 


frank 


pink 


think 


Yankee 


lank 


plank 


rink 


shrink 


blanket 


rank 


prank 


sink 


honk 


tinkle 


sank 


shank 


wink 


bunk 


crinkle 


tank 


spank 


blink 


sunk 


twinkle 


blank 


ink 


brink 


drunk 


sprinkle 


crank 


kink 


chink 


trunk 


trinket 


drank 


link 


drink 


shrunk 


donkey 



56 THE PROGRESSIVE ROAD TO READING 

(3) Phonograms 

er as in her 
ear as in heard 
ir as in girl 
or as in word 
ur as in burn 
ar as in cellar 



er as in her 



were 


germ 


nerve 


mercy 


service 


verb 


term 


serve 


ermine 


deserve 


jerk 


fern 


swerve 


kernel 


dessert 


clerk 


stern 


perch 
ear as in 


serpent 
heard 


Germany 


earl 


earn 


yearn 


search 


dearth 


pearl 


learn 


hearse 
ir as in 


earth 
girl 


early 


fir 


third 


whirl 


skirt 


firth 


sir 


dirk 


firm 


squirt 


girth 


shirr 


shirk 


chirp 


birch 


mirth 


stir 


smirk 


dirt 


first 


thirteen 


bird 


quirk 


dirty 


thirst 


thirty 


gird 


swirl 


flirt 


thirsty 


birthday 


girdle 


twirl 


shirt 
or as in 


birth 

ivord 


firkin 



word 
work 



worm 
wormy 



worse 
worst 



worth 
worthy 



world 
worship 



SUGGESTED PHONETIC DRILL 



57 



iir as in hum 



bur 


lurk 


curse 


burst 


turnip 


cur 


curl 


nurse 


urchin 


furnish 


fur 


furl 


purse 


gurgle 


purple 


pur 


urn 


curt 


murky 


further 


spur 


turn 


hurt 


turkey 


turtle 


curb 


churn 


lurch 


murmur 


disturb 


curds 


spurn 


church 


furnace 


suburb 






ar as in cellar 





liar 
friar 



beggar 
cellar 



pillar 
collar 



pedlar 
poplar 



(c) Stories, pp. 80-122 
(i) Vowel Values 

a as in saw 
ew as in new 
oi as in voice 
oy as in hoy 
00 as in wood 

u as in 'put 



a as m saw 



awe 
caw 
daw 
jaw 
law 
paw 
raw 



saw 

claw 

draw 

flaw 

slaw 

thaw 

straw 



hawk 

awl 

bawl 

brawl 

crawl 

drawl 

shawl 



scrawl 

dawn 

fawn 

lawn 

pawn 

brawn 

drawn 



orchard 
coward 



tawdry 

awful 

gawky 

lawful 

lawyer 

awning 

tawny 



58 THE PROGRESSIVE ROAD TO READING 



daub 


cause 


caught 


August 


saucy 


haul 


pause 


naught 


autumn 


daughter 


maul 


fault 


taught 


author 


haughty 


sauce 


aught 


auger 


saucer 


naughty 


balk 


talk 


walk 


chalk 


stalk 


bald 


halt 


alder 


halter 


always 


scald 


malt 


alter 


almost 


already 


false 


salt 


falter 


also 


Almighty 


war 


warn 


dwarf 


quart 


swarthy 


ward 


warp 


wharf 


quarter 


warble 


warm 


wart 


swarm 


warden 


wardrobe 






ew as in new 




ewe 


few 


mew 


skew 


stew 


dew 


hew 


pew 


skewer 


pewter 






oi as in wice 




choice 


roil 


join 


point 


toilet 


void 


soil 


loin 


foist 


noisy 


oil 


toil 


groin 


hoist 


cloister 


boil 


broil 


noise 


joist 


rejoice 


coil 


spoil 


poise 


moist 


sirloin 


foil 


coin 


joint 
oy as in 


doily 
hoy 


tinfoil 


coy 


toy 


annoy 


employ 


loyal 


joy 


cloy 


destroy 


oyster 


royal 



SUGGESTED PHONETIC DRILL 
00 as in wood 



59 



good 
hood 
stood 


foot 

book 

cook 


hook 

look 

nook 

u as in 


rook 
took 
brook 

put 


crook 
shook 
wool 


bull 
full 
pull 


puss 
push 
cuckoo 


bullet 
pullet 
bully 


pulley 
pulpit 
bushel 


butcher 
bullfrog 
bulrush 




(2) 


Consonant Values 








kn as in 1 


know 








gn as in < 
wr as in 1 


jnome 
write 








kn 






knave 
knee 
kneel 
knead 


knife 
knives 
knight 
knoll 


known 
knack 
knap 
knell 

gn_ 


knit 
knob 
knock 
knot 


kneecap 
knuckle 
knapsack 
knickknack 


gnarl 


gnash 


gnat 
wr 


gnaw 


gnu 


wreak 
wreath 
Wright 
writhe 


wrote 
wry 
wrap 
wreck 


wren 
wrench 
wrest 
wretch 


wring 
wrist 
writ 
wrong 


wrung 
wrangle 
wrinkle 
written 



60 THE PROGRESSIVE ROAD TO READING 
(3) Terminations : less, ness 



shame 


dream 


life 


cloud 


shameless 


dreamless 


lifeless 


cloudless 


harm 


pain 


thorn 


bottom 


harmless 


painless 


thornless 
ness 


bottomless 


good 


bright 


strange 


faint 


goodness 


brightness 


strangeness 


faintness 


dark 


fresh 


harsh 


wicked 


darkness 


freshness 


harshness 


wickedness 



(d) Stories, pp. 123-160 
(i) Vowel Values 







a as m swan 








a as in half 








a as in ask 








as in come 








a as in swan 




wad 


wasp 


squab waffle 


wigwam 


wand 


watch 


squash walnut 


quarrel 


wash 


swamp 


squat wander 
a as in half 


swallow 


calf 


calm 


aunt flaunt 


mamma 


calves 


palm 


haunt launch 


papa 


salve 


qualm 


taunt laundry- 


hurrah 



SUGGESTED PHONETIC DRILL 



61 



a as in ask 



chaff 


Taft 


trance 


gasp 


bath 


staff 


waft 


ant 


hasp 


path 


bass 


craft 


pant 


rasp 


branch 


lass 


draft 


chant 


clasp 


stanch 


mass 


graft 


grant 


grasp 


after 


pass 


shaft 


slant 


cast 


rafter 


brass 


dance 


bask 


fast 


answer 


class 


France 


cask 


last 


basket 


grass 


lance 


mask 


mast 


caster 


aft 


chance 


task 


past 


master 


haft 


glance 


flask 


vast 


plaster 


raft 


prance 


asp 
as in come 


blast 


rather 



some 

done 

none 

son 

ton 

won 



tongue 

sponge 

front 

month 

dove 

love 



glove 

shove 

shovel 

blood 

flood 

color 



comfort 

compass 

honey 

money 

Monday 

monkey 



wonder 

nothing 

oven 

cover 

covet 

worry 



(2) Phonograms 

air as in chair 
are as in care 
ear as in bear 



air 
fair 



hair 
lair 



air 



pair 

stair 



fairy 
impair 



repair 
despair 



62 THE PROGRESSIVE ROAD TO READING 







are 






bare 


mare 


flare 


snare 


scarce 


dare 


pare 


glare 


spare 


barefoot 


fare 


rare 


scare 


stare 


beware 


hare 


ware 


share 
ear as In 


square 
hear 


prepare 



pear tear wear swear bugbear 



Summary of Phonetic Elements 

taught in connection with 

BOOK TWO 



Phonograms : 

er, ear (as in heard), ir, or (as in word), ur, ar (as in cellar) 
air, are (as in care), ear (as in hear) 
Consonant Values : 

X, y, z, qu { = kw) 
n (= ng) . 
kn, gn, wr 
Vowel Values : 

ai (as in tail), ea (as in tease), ea (as in bread), oa (as in 

road) 
00, u (= oo), ew (= oo) 
a (as in saw), ew (as in new) ; oi, oy ; oo (as in wood) ; 

u (as in put) 
a (as in swan), a (as in half), a (as in ask), o (as in come) 
Terminations : 

ly, ful, est 
less, ness 



SUGGESTED PHONETIC DRILL 



63 



III. DRILL IN CONNECTION WITH INTRODUCTORY 
BOOK THREE 





(a) 


Stories, 


pp. 7-38 






(i) Vowel Values 








ei as in ' 


weigh 








ey as in 


they 








ei 






neigh 


veil 


skein 


eight 


freight 


weigh 


rein 


feign 


eighth 


reindeer 


sleigh 


vein 


reign 
ey 


weight 


neighbor 


bey 


grey 


whey 


disobey 


survey 


dey 


prey 


obey 


convey 


greyhound 




(2) 


Consonant Values 

ex as in excuse 
ex as in exact 








ex 






excel 


exhale 


expense 


export 


extra 


except 


exile 


expert 


expose 


extract 


exchange 


exit 


explain 


express 


extreme 


excite 


expect 


explode 


extend 


exercise 


exclaim 


expel 


explore 

ex(= I 


extol 

3gs) 


experience 


exact 


exempt 


exist 


examine 


exotic 


exalt 


exert 


exult 


example 


exaggerate 



64 



THE PROGRESSIVE ROAD TO READING 



(3) Terminal Phonograms : we, cms 

ure 



failure 


fracture 


measure 


fissure 


adventure 


feature 


capture 


pleasure 


culture 


indenture 


creature 


rapture 


treasure 


rupture 


procedure 


future 


pressure 


figure 


pasture 


embrasure 


stature 


venture 


picture 
ous 


torture 


enclosure 


famous 


pompous 


barbarous 


prosperous 


various 


jealous 


ravenous 


boisterous 


clamorous 


curious 


nervous 


ruinous 


generous 


riotous 


furious 




(b) 


Stories, pp. 


39-84 






Consonant Values 





gh 
ph 



= f 



= sh 



si{= zh) 



gh 



laugh 
laughter 


draug 
cough 


tit trough 
rough 

ph 


sough 
tough 


slough 
enough 


phase 
phlox 
phrase 
sphere 


phantom 
pheasant 
phial 
phonic 


physic 
phonetic 
phonogram 
phonograph 


photograph 
telegraph 
telephone 
camphor 


cipher 
hyphen 
nephew- 
orphan 



SUGGESTED PHONETIC DRILL 



65 



ti 

nation fraction auction direction promotion 

ration traction caution protection relation 

station mention addition attention vacation 

motion question condition invention vexation 

notion fiction position convention congregation 

action friction affection prevention conversation 

fractious captious ambitious fictitious vexatious 

martial partial initial palatial influential 

ci 



gracious 


vicious 


capacious 


delicious 


suspicious 


spacious 


conscious 


loquacious 


judicious 


ferocious 


precious 


luscious 


vivacious 


malicious 


glacier 


facial 


racial 


glacial 


social 


special 


magician 


musician 


optician 


physician 


politician 


ancient 


efficient 


deficient 


proficient 


sufficient 



St 

mansion session extension succession submission 

pension mission accession admission intermission 

passion expansion procession permission transient 

si ( = zh) 

vision revision persuasion conclusion excursion 

division fusion explosion decision artesian 

provision occasion confusion conversion Persian 



66 THE PROGRESSIVE ROAD TO READING 



trio 
police 



(c) Stories, pp. 85-122 
(i) Vowel Values 



valise 
fatigue 



marine 
machine 



benzine 
gasoline 



magazine 
Philippine 



(2) Consonant Values 



ch 
qu 



I-' 



i {= consonant y) 



ch(=k) 



chord 


Christ 


school 


monarch 


architect 


choral 


chromo 


scholar 


monarchy- 


character 


chorus 


chronic 


anchor 


schedule 


cholera 


chemist 


ache 


echo 


schooner 


mechanic 


chloride 


scheme 


epoch 

qu{ = 


anarchy 


orchestra 


queue 


pique 


antique 


opaque 


conquer 


claque 


clique 


obhque 


coquette 


liquor 


placque 


unique 


physique 


croquette 


lacquer 






i (= consonant y) 





filial 
poniard 
Spaniard 
spaniel 



pannier 
billion 
bullion 
bunion 



onion 
stallion 
trillion 
union 



senior 
warrior 
familiar 
peculiar 



companion 
dominion 
opinion 
pavilion 



clothier million savior 



battalion vermilion 



SUGGESTED PHONETIC DRILL 



67 



(3) Terminal Phonograms 

ten {= n) 
tle{= I) 



hasten often 
chasten soften 



nestle 
pestle 



trestle 
wrestle 



ten (= n) 

fasten glisten moisten 

fastening glistening moistened 

tlei=l) 

thistle bustle jostle 

whistle hustle apostle 



(d) Stories, pp. 123-176 

At this period practically all the sounds of the 
letters have been taught. The teacher must now 
see that the children make daily application of 
their phonetic power in pronouncing the more diffi- 
cult words occurring in the Progressive Road to 
Reading text as well as that of the supplementary 
readers. Words may also be given in lists to drill 
on some specific termination, prefix or suffix ; e.g. 

ance entrance, distance, assistance, attendance. 

ence absence, presence, patience, excellence, impudence. 

fy satisfy, testify, fortify, mortify, terrify. 

ive native, motive, positive, passive, explosive. 

ile agile, fragile, docile, fertile, mobile. 

ine engine, heroine, genuine, masculine, feminine. 

able readable, lovable, reasonable, seasonable, miserable. 

un unfair, unknown, untrue, unable, unpleasant. 

im impair, implore, improve, impress, impoverish. 



68 THE PROGRESSIVE ROAD TO READING 

de delight, declare, decide, deter, deserve. 

re rely, remain, release, reward, respect. 

dis disturb, disgust, discover, discourage, disappear. 

con consent, consult, contain, control, convert. 

It is also advisable to pay particular attention to 
any consonant or vowel value which may be some- 
what difficult. For example : 
gu guard, guess, guide, disguise, rogue, dialogue. 



Summary of Phonetic Elements 

taught in connection with 

INTRODUCTORY BOOK THREE 





Consonant Values : 




a-' 


ex, ex 
ti 
ci 


(= egs) 
■ = sh 


si (= zh) 


:i-' 


SI. 

Vowel 


i( = 
Values : 


■ consonant y) 



ei (as in weigh), ey (as in they) 
i (= e) 

Terminal Phonograms : 

ure, ous 

ten (= n), tie (= I) 
Drill on all common terminations, prefixes, and suffixes. 



SUGGESTED PHONETIC DRILL 69 

IV. REVIEW IN CONNECTION WITH HIGHER BOOKS 

The work in connection with Book Three and 
the higher books of the series is chiefly review. The 
new work consists in taking up exceptions to the 
phonetic key which occur in words commonly used. 

(a) Daily review drill on lists of miscellaneous 
words containing phonograms or phonetic elements 
which have been taught in former grades. 

(b) Daily review drill on contrasting lists showing 
the effect of ed on the final consonant ; as fitted, 
dropped, created, received, etc. 

(c) Occasional review on lists showing change 
of final y on addition of suffixes ed, er, est, ly, ness; 
as carry, carried, carrier; happy, happier, happiest, 
happily, happiness. 

(d) Whenever exceptional phonetic difficulties 
appear, give a blackboard drill, showing the ordinary 
value of the phonetic element involved, and at the 
same time noting the exception; as, 



gam . . 


. have 


hive . . 


. give 


creak . . . 


. break 


treat . . 


. . great 


road . . 


. . broad 


maid . . 


. . said 



(e) Drill on derivatives obtained by the addition 
of the suffixes taken in former grades, and new 
suffixes and prefixes; as, ment, sub, ab, ap, in, en, 
ac, ob, com. 



CHAPTER IV 
WRITTEN LANGUAGE 

Part I: Words — Spelling 

OUTLINE 

I. FIRST YEAR, FIRST HALF 

(a) Visualizing and writing words. 

(h) Writing words built from phonetic elements. 

II. FIRST YEAR, SECOND HALF 

(a) Writing words built from basal phonograms. 
(&) Writing sets of phonetic words from dictation. 

III. SECOND YEAR, FIRST HALF 

(a) Visualizing and writing unphonetic words. 
(6) Writing words built from basal phonograms. 

(c ) Writing sets of phonetic words from dictation. 

(d) Formal spelling begun. 

IV. SECOND YEAR, SECOND HALF 

(a) Writing unphonetic words. 

(6) Writing in groups words built from phonograms. 

(c ) Writing sets of phonetic words from dictation. 

(d) Formal spelling. 



70 



CHAPTER IV 

WRITTEN LANGUAGE 

Part I : Words — Spelling 

I. FIRST YEAR, FIRST HALF 

(a) Visualizing and Writing Words 

The recognition of script forms and the writing of 
a word constitute the first step in the mastering of 
written language. The object of this work is to 
train the eye, and to teach the mechanical side of 
writing. The words to be visualized are those that 
have become a part of the child's oral vocabulary 
through the story-telling. 

A good material for the children to use in these 
first writing exercises is unruled manila paper, 12x 15 
inches, folded the long way into something less than 
inch spaces. Later, lines may be used as a guide 
to the proper height of the letters. Before this the 
lines tend to confuse the child. 

(i) The Word Presented 

The teacher writes on the blackboard the word it. 
She then pronounces the word, and having given the 
children an opportunity to look at it, erases it, and 
again pronounces the word slowly. 

71 



72 THE PROGRESSIVE ROAD TO READING 

(2) Writing from Memory 

She then allows the class to write. Not all the 
children will write the word correctly. The teacher 
again writes the word on the blackboard, the children 
writing after she has erased the word. She repeats 
the process, having the children practice in this way 
a few minutes each day, until they can write it 
correctly. 

List for First Five Weeks 

First week — it Fourth week — eat 

Second week — me, so Fifth week — will 

Third week — make 

(b) Writing Words built from Phonetic Elements 

The object of this work is not only to teach the 
children to write from dictation words which have 
been previously visualized, but to teach them to 
recognize by ear single and double consonants and 
phonograms in dictation. This greatly strengthens 
the work in phonetics. 

Up to this point the child has been taught to say 
and to write what he sees ; now he is to be taught 
to write what he hears. The recognition of con- 
sonants and vowels has heretofore been chiefly visual, 
and the expression of that recognition largely oral. 
In the writing of words from dictation the recog- 
nition is auditory and the expression manual. 



WRITTEN LANGUAGE 73 

The first step is the teaching of (1) the single and 
(2) the double consonants, as in the words bit, fit; 
fly, cry; etc. This work is taken up at the same 
time the blend is taught. 

To teach the consonant h, write the word hit 
on the blackboard and pronounce it slowly. The 
word it is taken from the vocabulary of the first 
story. Draw the attention of the class to the fact 
that the word consists of two parts, h and it. Erase 
the word and pronounce slowly. Let the children 
write. Finally, have the h and the it written from 
dictation alone. 

Change the initial consonant and develop the 
exercise gradually into the writing of words from 
pure dictation as each new consonant is learned. 

Suggestive List 

it bit, lit, mit, sit, pit, fit, hit, kit; chit, whit, flit, 

grit, skit, slit, spit, split, twit. 
ill mill, bill, till, rill, will, sill, pill, dill, fill, gill, hill; 

drill, frill, grill, skill, spill, still, trill, twill. 
all ball, call, tall, wall, pall, fall, gall, hall; small, 

stall. 
at mat, bat, cat, rat, sat, pat, fat, hat; chat, that, 

flat, plat, scat, slat. 
eat meat, beat, seat, peat, feat, heat, neat; wheat, 

cheat, bleat, cleat, pleat, treat. 
make bake, cake, take, rake, lake, wake, sake, fake ; 

shake, brake, drake, flake, slake, snake, spake, 

stake. 



74 THE PROGRESSIVE ROAD TO READING 

are arm, ark, art, arch; mar, bar, car, tar, par, far; 

char, scar, spar, star. 
king ring, sing, wing; bring, cHng, fling, sHng, string, 

swing. 
cow bow, how, now, vow ; brow, plow, prow, scow. 
me be, he, we ; she. 
so go, lo, no ; fro. 

my by ; cry, dry, fly, fry, ply, pry, shy, sky, sly, spy, 

sty, try, why. 
day may, bay, ray, lay, way, say, pay, fay, gay, hay, 

nay; bray, clay, dray, flay, fray, gray, play, 

pray, slay, stay, sway, tray. 

Note. — When the children have learned a certain 
consonant and can write it in words from dictation, it is 
not necessary to visualize that consonant when using it 
in connection with a new phonogram. For instance, 
about the tenth week the word all is built upon. The 
children have been taught all the consonants to be used. 
In this case it is necessary to visualize only the phonogram. 
But if ing is the phonogram to be built upon, a word, as 
sing, must be visualized, and the children allowed to 
separate for themselves the phonogram and the initial 
consonant. 

In review, the teacher may fill out the foregoing 
groups of words as the consonants are reached. 

II. FIRST YEAR, SECOND HALF 

In the second half of the first year the work in 
written language is continued as in the preceding 
grade. 



WRITTEN LANGUAGE 75 

(a) Writing Words built from Basal Phonograms 

Suggestive List 

out bout, gout, pout, rout; clout, flout, scout, shout, 
snout, spout, stout, trout. 

for nor; cord, lord, cork, fork, stork; form, storm; 
born, corn, horn, morn, scorn, thorn. 

other mother, brother, smother. 

night fight, light, might, right, sight, tight; blight, 
bright, flight, plight, slight. 

(b) Writing Sets of Phonetic Words from Dictation 

The object of this exercise is to secure manual 
expression for the auditory recognition of long and 
short vowels ; that is, to have children learn to write 
any phonetic word from dictation. 

The new work consists in the presentation of 
vowel values in writing sets of phonetic words from 
dictation : 

First, with triple blend, long and short vowels, 
varying the initial consonant; as, lime, time, dime; 
net, set, pet. 

This first step in the presentation of vowel values 
for auditory recognition should begin with the first 
month of the second term. 

The first word in each set is visualized, the others 
are dictated. 



76 THE PROGRESSIVE ROAD TO READING 

Suggestive List 

Long Vowels 

came, dame, fame, game, lame, name, same, tame ; blame, 

flame, frame, shame, 
ate, date, fate, gate, hate, late, mate, pate, rate; crate, 

grate, plate, skate, slate, state, 
dine, fine, kine, line, mine, nine, pine, tine, vine, wine ; 

brine, chine, shine, spine, swine, thine, twine, whine, 
bore, core, fore, lore, more, wore ; chore, shore, snore, store, 

swore. 
deep, keep, peep, weep ; creep, sheep, sleep, steep, sweep. 

Short Vowels 

bag, fag, gag, hag, lag, nag, rag, sag, tag, wag ; brag, crag, 

drag, flag, slag, snag, stag. 
bed, fed, led, red, wed ; bled, bred, fled, shed, sled, sped, 
dip, hip, lip, nip, rip, sip, tip ; chip, cHp, drip, flip, grip, 

ship, skip, slip, snip, trip, whip, 
cot, dot, got, hot, lot, not, pot, rot, blot, clot, plot, slot, 

spot, trot, 
bun, fun, gun, nun, pun, run, sun, tun ; shun, spun, stun. 

Second, with triple blend, varying the vowels, 
as, hag, beg, big, bog, bug; lack, lick, lock, luck; 
pane, pine; tone, tune. 

These exercises for the further fixing of the vowels 
should begin with the second month of the second 
term, when the children can write from dictation 
most of the single and double consonants. 



WRITTEN LANGUAGE 



77 



a 
male 
pale 
tale 
stale 
dame 
tame 
Dane 
mate 



a 

bag 

Dan 

rack 

bad 

fan 

pan 

tan 

sap 

bat 

hat 

pat 

lack 

sack 

clack 

bland 



Suggestive Lists 

Long Vowels 

e I 

mile 

peel pile 

teel tile 

steel stile 

deem dime 

teem time 

dene dine 

mete mite 

Short Vowels 



beg big 

den din 

reck rick 

bed bid 

fen fin 

pen pin 

ten tin 

sip 

bet . bit 

hit 

pet pit 

lick 

sick 

click 

blend 



o 
mole 
pole 

stole 

dome 

tome 

mote 



bog 
don 
rock 



sop 

hot 

pot 

lock 

sock 

clock 

blond 



u 
mule 
pule 



dune 
mute 



u 
bug 
dun 
ruck 
bud 
fun 
pun 
tun 
sup 
but 
hut 

luck 
suck 
cluck 
blunder 



78 THE PROGRESSIVE ROAD TO READING 







Blackboc 


ird Drill 








(to be followed by written and oral spelling) 




fad 


fade 


slat 


slate 


kit 


kite 


glad 


glade 


den 


dene 


sit 


site 


mad 


made 


met 


mete 


spit 


spite 


shad 


shade 


bid 


bide 


whit 


white 


rag 


rage 


hid 


hide 


rod 


rode 


sag 


sage 


rid 


ride 


con 


cone 


stag 


stage 


prim 


prime 


hop 


hope 


wag 


wage 


slim 


slime 


mop 


mope 


sham 


shame 


din 


dine 


slop 


slope 


can 


cane 


fin 


fine 


dot 


dote 


man 


mane 


pin 


pine 


not 


note 


pan 


pane 


shin 


shine 


rot 


rote 


van 


vane 


spin 


spine 


cub 


cube 


cap 


cape 


tin 


tine 


tub 


tube 


tap 


tape 


win 


wine 


hug 


huge 


scrap 


scrape 


twin 


twine 


dun 


dune 


at 


ate 


trip 


tripe 


tun 


tune 


hat 


hate 


strip 


stripe 


us 


use 


rat 


rate 


bit 


bite 


cut 


cute 



ni. SECOND YEAR, FIRST HALF 

Note. — Formal Spelling is begun in this Grade. 

(a) Visualizing and Writing Unphonetic Words 

All unphonetic words are taught under this head. 
The following list, and that given at the end of 



WRITTEN LANGUAGE 



79 



Chapter One under Review Work (page 18), are 
suggested, because in these lists may be found most 
of the little words needed in dictation and composi- 
tion. Continued and conscientious drill on these 
words will show immediate results in all the chil- 
dren's written work. 



of 


always 


two 


there 


said 


head 


four 


one 


says 


they 


laugh 


once 


bread 


know 


both 


come 


when 


buy 


six 


some 


them 


chair 


five 


do 


these 


floor 


you 


could 


away 


gone 


who 


would 


pretty 


what 


whose 


his 


grew 


again 


here 


eye 


road 


brought 


read 


been 


give 


work 


eight 


does 


live 


other 


off 


every 


don't 


put 


shall 


very 


talk 


seven 


any 


were 


walk 


sure 


many 


have 



(6) Writing Words built from Basal Phonograms 

Group-words, as fur, pur, are taught under this 
head. 

Do not teach any word that the children would 
not be likely to use. 



80 THE PROGRESSIVE ROAD TO READING 

(c) Writing Sets of Phonetic Words from Dictation 

Partial Plan of Work 

(with drills on long and short vowels) 

The children are able to write from dictation all 
simple words of the triple blend, as cut and heg. 

The work of this grade will include those words 
beginning or ending with double consonants. Drill 
especially on words taken from the reading book. 



band 


bend 




bond 




drag 
flap 


dreg 


flip 


flop 


drug 




fleck 


flick 


flock 




flash 


flesh 








span 




spin 




spun 


spake 




spike 


spoke 




stack 




stick 


stock 


stuck 


stale 


steel 


stile 


stole 




swam 




swim 




swum 



{d) Formal Spelling Begun 

Terminations — ing, y, ed, er, est, Jul, ly, less, ness. 

Dictate a word that admits of the addition of a 
termination without a change in the vowel value of 
the primitive word, as clear. Then dictate clearing, 
clearer, clearest. If a mistake is made, correct by 
means of visuahzation. 



WRITTEN LANGUAGE 



81 



IV. SECOND YEAR, SECOND HALF 

The work continues along the lines laid 4own in 
the first half of the second year. 

(a) Writing Unphonetic Words 

This list the teacher will supply. It is suggested 
that it be made up from the familiar words contained 
in the reading vocabularies of the second half of the 
first year. 

(b) Writing in Groups Words built from Phonograms 
Group words are taught wherever necessary. 

(c) Writing Sets of Phonetic Words from Dictation 

These drills will contain those words that begin 
and end with double and triple consonants. Then 
syllabic terminations may be used. 

a 

drank 

shrank 

thrash 

bland 

stacking 

batter 

patter 

Fanny 

barrow 

fallow fellow 



thresh 
blend 



better 



t 





u 


drink 




drunk 


shrink 




shrunk 
thrush 




blond 


blunder 


sticking 


stocking 




bitter 




butter 




potter 


putter 


finny 


" 


funny 




borrow 


burrow 




follow 





This list should be made as full as possible. 



82 THE PROGRESSIVE ROAD TO READING 



(d) Formal Spelling 
(i) Using Suffixes and Prefixes 

Use here not only the terminations already drilled 
upon, but add new suffixes, as ish, ment, and ance. 

Introduce the use of prefixes, as, com, con, de, dis, 
en, ini,'m, re, sub, un. 

In the following illustrative exercise, the basal 
word joy is visualized ; all others are dictated. 



joy 

enjoy 

enjoyed 

enjoying 

enjoyment 

joyful 

Note. — 
exercise. 



pad 

beg 

slam 

sun 

drop 

big 

hot 



joyfully 

boy 

boyish 

boyishly 

annoy 

annoyance 



annoying 

annoyed 

royal 

royalty 

royally 

royalist 



Careful articulation is necessary in this 

(2) Doubling the Final Consonant 
Read across : 



padded 


padding 


begged 


begging 


slammed 


slamming 


sunned 


sunning 


dropped 


dropping 


bigger 


biggest 


hotter 


hottest 



Follow the blackboard drill with oral and written 
spelling. 



WRITTEN LANGUAGE 83 

(3) Y Changing to / 

Final y changes to i when es, er, est, or ed is added 
to the word. Read across : 



cry 


cries 


cried 


try 


tries 


tried 


crazy 


crazier 


craziest 


funny 


funnier 


funniest 


happy 


happier 


happiest 


merry 


merrier 


merriest 



Follow the blackboard drill with oral and written 
spelling. These lists should be amplified according 
to need. 



CHAPTER V 

WRITTEN LANGUAGE 

Part II : Sentences 
OUTLINE 

I. WRITING VISUALIZED SENTENCES 

(a) First year, first half. 
(6) First year, second half. 

(c) Second year, first half. 

(d) Second year, second half. 

II. WRITING DICTATED SENTENCES 

(a) New work in punctuation. 

III. WRITTEN REPRODUCTION 

IV. FORMAL COMPOSITION 



84 



CHAPTER V 

WRITTEN LANGUAGE 

Part II: Sentences 
I. WRITING VISUALIZED SENTENCES 

The writing of visualized sentences should begin 
in the fifth month of the first term. The material 
for the work is to be taken from review reading 
matter, either directly or in rearrangement. 

As to punctuation, lay main stress on the capital 
at the beginning of a sentence and the period at the 

end. 

(a) First Year, First Half 

BLACK RAT 

One day Black Rat met the King in the kitchen. 

" Please give me something to eat," said Black Rat. 
" I will not," said the King. 

Black Rat would not go away. So the King called 
Big Cat. 

" Black Rat is in the kitchen, Big Cat. Go and eat 
him up," said the King. 

But Black Rat ran away. He was afraid of Big Cat. 

THE MOUSE AND THE CHEESE 

Once there was a little mouse. She hved with her 
mother in a big house. 

85 



86 THE PROGRESSIVE ROAD TO, READING 

One day the mice were in the cellar. The little mouse 
said, " I see some cheese." 

" It is a trap," said the mother. 

The cheese smelt good. The little mouse took a bit. 

Snap went the trap. The little mouse was held fast 
in it. 

(6) First Year, Second Half 

LITTLE LARK 

" The sun is shining," said Little Lark. " I will fly- 
away to the King, and sing him a song." 

On the way he met Brown Fox. " Where are you 
going, Little Lark ? " asked Brown Fox. 

" I am going to the King, to sing him a song," said 
Little Lark. 

Brown Fox said, " I will go with you. Little Lark." 

Little Lark said, "No, you would only eat me up." 
So Little Lark flew away till he came to the King's house. 

THE HEN AND HER BREAD 

The Hen found a bag of flour. She wished to carry 
it home. 

So she asked the Duck to help her. The Duck said, 
" No." 

The Hen went to the Turkey. " Please help me to 
carry home the bag," said the Hen. 

"No, I will not," said the Turkey. So the Hen 
carried it home herself. 

The Hen wished to bake the bread. She asked the 
Duck to help her. The Duck said, " No." 



WRITTEN LANGUAGE 87 

Then the Hen went to the Turkey. " Please help me 
to bake my bread," said the Hen. 

The Turkey said, " No, I will not." 

So the Hen asked the Goose to help her. But the 
Goose said, " No." 

The Hen baked the bread herself. The Duck, the 
Turkey, and the Goose saw the bread. They said, 
" Give us some." The Hen said, " No, I shall eat it 
myself." 

(c) Second Year, First Half 

Once upon a time there were three bears. 

One was named Big Bear. One was named Middling 
Bear. One was named Little Bear. 

These bears lived in a little house in the woods. In the 
kitchen there were three bowls. 

In the parlor there were three chairs. In the bedroom 
there were three beds. 

One day the bears went out for a walk. While they 
were gone, a little old woman came along. She knocked 
at the door. 

Nobody said, " Come in." She knocked again. 

Nobody said, " Come in." The little old woman opened 
the door and went in. 

And this is what she did. First she ate the soup in 
Little Bear's bowl. 

Then she went into the parlor. She sat down in 
Little Bear's chair, and broke it to pieces. 

Then she went into the bedroom. She lay down on 
Little Bear's bed, and fell fast asleep. 



88 THE PROGRESSIVE ROAD TO READING 

By and by the bears came home. They went into the 
kitchen. " My soup is all gone," said Little Bear. 

They went into the parlor. " My chair is all broken/' 
said Little Bear. 

" Somebody is in the house," said Big Bear. 

They went into the bedroom. " Here she is in my bed," 
said Little Bear. 

" Let us hang her," said Big Bear. 

" Let us drown her," said Middling Bear, 

" Let us throw her out of the window," said Little 
Bear. 

" Gr ! Gr ! Gr ! " said all the bears. 

This woke up the little old woman. She jumped out 
of the window, and never went back to the woods again. 

(d) Second Year, Second Half 

THE LORD OP THE FOREST 

A man once had a cat who was very bad. So one day 
he put the cat into a bag. He carried the bag into the 
forest and left it there. 

" Here I am in this forest," said the cat. " I will build 
myself a little house." So the cat built a little house and 
lived there very happily. 

One day when he was out walking he met a fox. The 
fox had never seen a cat. 

" Who are you? " said the fox. 

" I am the lord of this forest," said the cat. The fox 
bowed low. 

" You are very beautiful," said the fox. " Let me be 
your servant." 



WRITTEN LANGUAGE 89 

"Very well," said the cat. "I will stay at home. 
You go and bring me a good dinner." 

Away went the fox. On the way he met a wolf and 
a bear. 

" How do you do ? " said the wolf. " I have not seen 
you for a long time." 

" I have been working," said the fox. 

" Who is your master ? " asked the wolf. " My master 
is the lord of this forest," said the fox. 

" Tell your master I will come to see him," said the 
wolf. 

" I will come too," said the bear. 

" Very well," said the fox. " But when you come, be 
sure to bring a sheep or a goat. If you do not, my master 
will eat you up." 

The wolf promised to bring a sheep. The bear prom- 
ised to bring a goat. The fox ran home to his master. 

That night the wolf caught a goat. The bear caught 
a sheep. They carried them to the cat's house. 

They knocked at the door. The cat came to the door. 
" Is this my dinner ? " said the cat. " This is not 
enough." 

" I am the lord of this forest. Bring me dinner every 
day, or I will eat you up." 

The wolf and the bear promised, and ran away as fast 
as they could. They were very much afraid. 

That night the bear and the wolf told the story to all 
the other animals of the forest. 

They were all very much afraid. But the cat and the 
fox were happy. They had plenty to eat. 



90 THE PROGRESSIVE ROAD TO READING 

II. WRITING DICTATED SENTENCES 

The writing of dictated sentences is to begin in 
the middle of the first year, second half. 

The material is to be taken from review reading 
matter. 

Writing visualized sentences has given practice 
in the use of a capital at the beginning and a period 
at the, end of a sentence. 

(a) For new work in punctuation take up : 

1. Capital for proper names. 

2. Quotation marks. 

3. Capital for the first word of a quotation. 

4. Comma. 

To teach the use of quotation marks, the following 
method may prove suggestive. 

FiKST Step 
The teacher writes on the blackboard the sen- 
tence, The sun is shining said Little Lark. She then 
asks questions to determine the placing of the 
quotation marks : 

What did Little Lark say ? 
What is the first word he said ? 
What is the last word he said ? 

The teacher places the quotation marks thus, 

"The sun is shining" said Little Lark. 
Now she proceeds to the placing of the comma. 

What part of the sentence was not said by Little Lark ? 



WRITTEN LANGUAGE 91 

The teacher underlines said Little Lark. Then 
she asks several children to state what Little Lark 
did say. The teacher then states that the part 
spoken is always separated from the rest by a 
conima; thus, ^'The sun is shining, ^^ said Little 
Lark. 

The exercise may be varied by reversing the order 
of the clauses; as. Little Lark said, ''The sun is 
shining." 

Second Step 

The teacher gives the clauses one at a time ; for 
instance, The man said, — It is a fine day, — and the 
children are required to answer these questions : 

What did the man say ? 

What is the first word he said ? 

What is the last word he said ? 

Where will you place the quotation marks ? 

Where will you place the comma ? 

This drill is absolutely necessary in the case of the 
third group, and it is well to make sure of the first 
and second groups also. 

Third Step 

When the children can go through the above drill 
fairly well, begin to dictate sentences. All mistakes 
in each sentence should be corrected before further 
dictation. 



92 THE PROGRESSIVE ROAD TO READING 

III. WRITTEN REPRODUCTION 

At the end of the first term the children should 
begin to reproduce simple stories as seat work. This 
should be entirely free, but should be criticized 
by the teacher in punctuation and capitalization. 

IV. FORMAL COMPOSITION 

Formal composition should begin in the middle 
of the second year. Success in composition depends 
largely upon the teacher's method in the oral de- 
velopment of the thought to be expressed in writing. 

Naturally, variety of expression will arise, and 
should be encouraged, but the main thing is to have 
the child see a topical analysis grow on the black- 
board as the oral work of the class progresses. The 
necessary vocabulary should be developed on the 
blackboard at the same time. 



CHAPTER VI 

SUGGESTED SEAT WORK 
OUTLINE 

I. FIRST YEAR, FIRST HALF 

(a) Handwork. 
(6) Silent reading. 

(c) Writing: visualizing sentences. 

(d) Number : counting, addition, subtraction. 

n. FIRST YEAR, SECOND HALF 

(a) Hand work. 

(b) Silent reading. 

(c ) Writing : free reproduction. 

(d) Number : notation. 

HI. SECOND YEAR, FIRST HALF 

(a) Hand work. 
(6) Silent reading. 

(c ) Writing : formal spelling by copy ; stories. 

(d) Number: problems. 

IV. SECOND YEAR, SECOND HALF 

(a) Hand work. 

(h) Silent reading. 

(c ) Writing : formal spelling by copy ; stories. 

{d) Number : measurements ; multiplication tables. 

V. GENERAL STATEMENT 

93 



CHAPTER VII 

SUGGESTED SEAT WOEK 
I. FIRST YEAR, FIRST HALF 

If the class is taught in groups, as is recom- 
mended, the teacher will have to provide for profit- 
able seat work. 

For the first month or two the various forms of 
hand work, such as weaving, sewing, raffia and bead 
work, will predominate. Gradually, however, the 
silent reading of the supplementary stories, the 
exercises in writing, and the study of number will 
take the place of much of the manual training. 

At the end of two months it will be found that 
only the hand work regularly prescribed in the course 
of study will be necessary. The written reproduc- 
tion of simple stories may begin at the end of the 
first term. 

Particular attention is called to the fact that if 
the number work is carefully arranged for silent 
study, the pupils will make surer and more rapid 
progress than if all the time spent in number had 
been used in oral recitation. 

1 This chapter does not attempt a full exposition of the fore- 
going outline. It aims only at suggestive explanation. 

94 



SUGGESTED SEAT WORK 95 

Before the teacher can begin work in number, a 
child must have a conception of number. No one 
can give a child his notion of number; he must 
get it for himself. 

However, he may be helped to acquire it, and to 
that end the seat work in number must be carefully 
arranged. For a while he must work with objects. 
Blocks are better than anything else, because they 
are easily seen, easily handled, and not easily lost. 
Moreover, if the child has had kindergarten train- 
ing, he will be familiar with blocks. 

The child needs to round out his conception of 
number by having the same facts presented in many 
different forms. Exercises in counting should be 
given every day. 

II. FIRST YEAR, SECOND HALF 

By the middle of the second term the first and 
second sections will be able to read well. Then the 
teacher may take several large sheets of oak tag, 
and write on each as many numbers as it will hold ; 

thus : 

six 

eight 

fourteen 

forty-six 

twenty-three 

On other sheets the hundreds are written, one 
hundred on one sheet, two hundred on another, etc. 



96 THE PROGRESSIVE ROAD TO READING 



The hundreds' sheet is hung on the wall, and the 
other sheet beside it, in this way : 





one hundred 




forty-eight 

six 














eighty-five 






thirteen 






two 




When the child has finished his work, his paper 


will read : 


148 


106 


185 ' 


113 


102 


Or the teacher may place on the blackboard : 


45 


137 


106 


8 






59 







and direct the children to write the numbers in 
words. 

This combines silent reading of words, number 
work, writing of figures, and writing of words. 



SUGGESTED SEAT WORK 97 

III. SECOND YEAR, FIRST HALF 

Let the children build up words out of given 
phonetic elements already mastered. 

Children should here be encouraged to write 
stories. 

Simple problems may be set on chart or blackboard 
in words the children can surely read. 

Addition of like numbers and continued subtrac- 
tion of the same number will prepare for multiplica- 
tion and division. 

IV. SECOND YEAR, SECOND HALF 

Continue the copying and the free reproduction of 
stories. Encourage free writing of stories. 

Build words with given initial consonants, basal 
phonograms, and terminations. 

Set columns of singulars for formation of plurals 
and the reverse. 

In general, follow the suggestions given in Chapters 
III, IV, and V on Phonetic Development and Drill 
and Written Language. 

Let the children work with rulers. Let them 
measure their desks, seats, books, pencils, paper, 
etc., and even the width of the boards that com- 
pose the flooring, and make record of the measure- 
ments. The multiplication tables may be learned 
entirely through seat work. A weekly test will show 
when the children are ready for the next step. 

Division may be taught in the same way. 



98 THE PROGRESSIVE ROAD TO READING 

V. GENERAL STATEMENT 

The wise teacher in any grade will quickly dis- 
cover whether the seat work is really profitable, 
and will be governed accordingly. The vital point 
in this whole matter is to make the children feel 
that the seat work is a serious and important part 
of the school curriculum. This will be accomplished 
if they know that the teacher will look over the 
results of the seat work carefully. 



